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GCE MARKING SCHEME

PSYCHOLOGY AS/Advanced

SUMMER 2010

INTRODUCTION The marking schemes which follow were those used by WJEC for the Summer 2010 examination in GCE PSYCHOLOGY. They were finalised after detailed discussion at examiners' conferences by all the examiners involved in the assessment. The conferences were held shortly after the papers were taken so that reference could be made to the full range of candidates' responses, with photocopied scripts forming the basis of discussion. The aim of the conferences was to ensure that the marking schemes were interpreted and applied in the same way by all examiners. It is hoped that this information will be of assistance to centres but it is recognised at the same time that, without the benefit of participation in the examiners' conferences, teachers may have different views on certain matters of detail or interpretation. WJEC regrets that it cannot enter into any discussion or correspondence about these marking schemes.

1

PY1

Q.1. (a) Outline two assumptions of the psychodynamic approach, [4] Credit could be given for an outline of the following: • The role of the unconscious mind. • The primacy of early childhood experience. • Tripartite personality structure. • Psycho-sexual development. • Defence mechanisms. • Any other relevant material.

Marks AO1

3-4 Two relevant assumptions are identified and detailed or one is full and one brief.

1-2 One relevant assumption is identified and detailed or two assumptions are identified briefly.

0 No relevant knowledge or understanding. (b) Describe Freud's theory of personality development. [8] Credit could be given for a description of the following: • The role of the id, ego, super-ego in influencing our personality. • The psychosexual stages of development and the effects of fixation on

personality. • The Oedipus/Electra complex and the effects of identification on

personality. • The use of defence mechanisms in shaping personality. • Any other relevant material.

Marks AO1

7-8

Content is accurate and well detailed. Material is used in an effective manner (evidence of coherent elaboration) and is thorough. Depth and range of knowledge is displayed, although not necessarily in equal measure. The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate.

5-6

Content is reasonably accurate but less detailed. Material is used in an effective manner. Depth or range of knowledge is displayed. The use of language including grammar, punctuation and spelling will be accurate, structured and clear.

3-4 Content is described in basic detail; material is used in a relevant manner but is limited. The use of language may show some inaccuracies in grammar, punctuation and spelling.

1-2 Content is superficial; material is muddled and/or incoherent. Written expression has errors in the use of language, including grammar, punctuation and spelling.

0 No relevant knowledge or understanding.

2

Q.2 Describe how the biological approach has been applied in either psycho-surgery or chemotherapy. [12]

Credit could be given for a description of the following: • The aims of psycho-surgery/chemotherapy. • Main features of psycho-surgery/chemotherapy. • Historical issues. • Examples of the application of psycho-surgery/chemotherapy. • Findings from identifiable research into the effectiveness of psycho-

surgery/chemotherapy. • Any other relevant material.

Marks AO1

10-12

Description of the therapy is accurate and well detailed. Material is used in a highly effective manner and is thorough. There is evidence of coherent elaboration. The link to the approach is clearly demonstrated. The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate.

7-9

Description of the therapy is reasonably accurate but less detailed. Material is used in an effective manner. There is evidence of elaboration. The link between the approach and the therapy is evident. The use of language including grammar, punctuation and spelling will be accurate, logical and clear.

4-6 The therapy is described in basic detail; material is used in a relevant manner but is limited. Limited or no link is made with the approach. The use of language may show some inaccuracies in grammar, punctuation and spelling.

1-3

The description of the therapy is superficial; material may be muddled and/or incoherent. Limited or no link is made with the approach. Written expression has errors in the use of language, including grammar, punctuation and spelling.


3

Q.3 (a) Evaluate two strengths of the behaviourist approach. [6] Credit could be given for a discussion of the following: • The scientific and objective nature of the approach. • Reductionism. • Therapeutic applications. • The impact the approach has had on psychology. • Any other relevant material.

Marks AO2

4-6 Two separate strengths are evaluated. They are clearly and thoroughly explained or one is clear and thorough and one is less detailed.

1-3 One strength is clearly and thoroughly explained or two strengths are evident but lack clarity and/or detail.

0 No relevant evaluation or analysis. (b) Evaluate two weaknesses of the behaviourist approach. [6] Credit could be given for a discussion of the following: • Environmental determinism. • Ignorance of biological factors. • Reductionism. • Methodology used by the behavioural approach. • Comparison between animals and humans. • Any other relevant material.

Marks AO2

4-6 Two separate weaknesses are evaluated. They are clearly and thoroughly explained or one is clear and thorough and one is less detailed.

1-3 One weakness is clearly and thoroughly explained or two weaknesses are evident but lack clarity and/or detail.

0 No relevant evaluation or analysis.

4

Q.4 Compare and contrast the cognitive and biological approach in terms of similarities and differences. [12]

Credit could be given for a discussion of: • The influence of internal/external factors (nature vs nurture). • Reductionism. • Determinism vs free will. • Investigative methods used to study behaviour. • Objective/scientific nature of the approaches. • Use of human and non-human animals. • Effectiveness of therapeutic techniques. • Any other relevant material.

Marks AO2

10-12 Analysis is thorough, clearly structured and there is evidence of coherent elaboration of relevant similarities and differences. Depth and range of analysis is displayed although not necessarily in equal measure.

7-9 Analysis is reasonably thorough and coherent, with evidence of at least one similarity and one difference. Depth or range of analysis is displayed.

4-6 Analysis is limited and basic; there is evidence of similarities and/or differences.

1-3 Analysis is superficial; material is muddled and/or incoherent. 0 No relevant analysis.

Q.5 Explain and evaluate the methodology used by the psychodynamic approach. [12] Credit could be given for a discussion of the following: • Idiographic nature of the approach. • Use of case studies. • Use of clinical interviews. • Role of the therapist (issues of bias). • Qualitative data. • Issue of subjectivity/objectivity. • Generalisability.

Marks AO3

10-12 Method(s) is appropriate and clearly explained with relevance to the approach. Evaluation of method(s) is thorough and clearly structured, with clear evidence of both strengths and weaknesses.

7-9 Method(s) is appropriate and reasonably explained with relevance to the approach. Evaluation of method(s) is reasonably thorough, with evidence of both strengths and weaknesses.

4-6 Appropriate method(s) is explained in a limited manner. Evaluation of method(s) is limited with evidence of strengths and/or weaknesses.

1-3 Statement of method(s) used may be muddled and/or incoherent, or inappropriate. Evaluation of method(s) is superficial. Method(s) or evaluation may be absent.


5

PY2

SECTION A

Q.1 Summarise the aims and context of Loftus and Palmer's (1974) research

'Reconstruction of Automobile Destruction: An Example of the Interaction between Language and Memory'. [12]

Aims such as 'to investigate whether the verbs used in a question could affect

recall of an event'. Or in Loftus & Palmer's own words, whether "the form of a question (in this case, changes in a single word) can markedly and systematically affect a witness's answer to that question. Secondly, whether the same question asked with the verb smashed replaced by hit had consequences for how questions are answered a week after the original event occurred".

Description of the nature of reconstructive memory

Description of different reasons for forgetting such as retroactive, proactive.

Description of previous research such as Bartlett (1932), Marshall (1969), Filmore (1971).

Other relevant details.

Marks AO1

10-12

Knowledge and understanding of aim(s) and context is accurate and well detailed. Depth and range are displayed, though not necessarily in equal measure. The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate.

7-9

Knowledge and understanding of aim(s) and context is reasonably accurate and less detailed. Depth or range is displayed. The use of language including grammar, punctuation and spelling will be accurate, structured and clear.

4-6

Knowledge and understanding of aim(s) and/or context is appropriate but basic and limited in range or knowledge and understanding of aim(s) or context is accurate and detailed. The use of language may show some inaccuracies in grammar, punctuation and spelling.

1-3

Knowledge and understanding of aim(s) and/or context is superficial, muddled and/or incoherent or knowledge and understanding of findings or conclusions is appropriate but basic in detail and limited in range. Written expression has errors in the use of language, including grammar, punctuation and spelling.


6

Q.2. Outline the procedures of Asch's (1955) research 'Opinions and Social Pressure'. [12]

Credit could be given for the following:

Sample details

Sample details – 123 male college students; divided into groups of between 7-9 participants

Nature of 'visual judgement test' – match vertical line length; 12/18 were 'critical'; verbal reporting

Seating order of confederates and naïve participants.

Description of post-research interview

Description of modifications cited by Asch in the 1955 article such as truthful partner, deserting partner (no reason and good reason)

Other relevant details

Marks AO1

10-12

Knowledge and understanding of procedures is accurate and well detailed.

The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate.

7-9

Knowledge and understanding of procedures is reasonably accurate and less detailed.

The use of language including grammar, punctuation and spelling will be accurate, structured and clear.

4-6

Knowledge and understanding of procedures is appropriate but basic and limited in range.

The use of language may show some inaccuracies in grammar, punctuation and spelling.

1-3

Knowledge and understanding of procedures is superficial, muddled and/or incoherent.

Written expression has errors in the use of language, including grammar, punctuation and spelling.


7

Q.3 Describe the findings and conclusions of Gardner and Gardner's (1969) research 'Teaching Sign Language to a Chimpanzee'. [12]

Credit could be given for the following: F – Within the 22 months from the beginning of Washoe's training, 30 words met the

criteria set by Gardner & Gardner. Come-gimme; More; Up; Sweet; Open; Tickle; Go; Out; Hurry; Hear-listen; Toothbrush; Drink; Hurt; Sorry; Funny; Please; Food-eat; Flower; Cover-blanket; You; Napkin-bib; In; Brush; Hat; Shoe; Pants; Clothes; Cat; Key; Baby; Clean.

F – Four other words, ('dog', 'smell', 'me' and 'clean') were judged to be stable, but

had not met the specified criteria. F – Imitation – Getting Washoe to imitate was easy – she did so quite spontaneously

but it was not until the 16th month of work that the Gardners' had any control over the gestures. Washoe sometimes would fail to use a new sign in an appropriate context; however, her diction was frequently improved by the simple device of repeating.

F – Babbling – the Gardners encouraged Washoe to babble by clapping, smiling,

repeating – especially when the babbling resembled an ASL sign. The sign for 'funny' was acquired this way – it first appeared during babbling. First Washoe babbled 'funny' and then the researchers did, and then she did and so on.

F – Instrumental conditioning – In the early months during play Washoe would

indicate wanting more tickling by placing the researcher's hands on her ribs. The Gardners decided to shape an arbitrary response which she could use for requesting 'more' tickling. They noticed that when being tickled she tended to bring her arms together to cover the area being tickled – this appeared very similar to the ASL sign for 'more'. Washoe soon associated this sign with the resulting tickling.

F – Washoe learnt 'Me' and 'You' which allowed her to form simple sentences. F – Median score of 29 words used in the day. C – The Gardners are wary of answering the question of whether Washoe has

language – they imply that there is an element of looking for hierarchy of communication skills. It is a difficult question to answer whether Washoe has language. The fact that Washoe's signs do not remain specific to their original contexts suggest that she has indeed 'learnt' language.

8

Marks AO1

10-12

Knowledge and understanding of findings and conclusions is accurate and well detailed. Depth and range are displayed, though not necessarily in equal measure. The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate.

7-9

Knowledge and understanding of findings and conclusions is reasonably accurate and less detailed. Depth or range is displayed. The use of language including grammar, punctuation and spelling will be accurate, structured and clear.

4-6

Knowledge and understanding of findings and/or conclusions is appropriate but basic and limited in range or knowledge and understanding of findings or conclusions is accurate and detailed. The use of language may show some inaccuracies in grammar, punctuation and spelling.

1-3

Knowledge and understanding of findings and/or conclusions is superficial, muddled and/or incoherent or knowledge and understanding of findings or conclusions is appropriate but basic in detail and limited in range. Written expression has errors in the use of language, including grammar, punctuation and spelling.


9

SECTION B

Q.4 Evaluate the methodology of Milgram's (1963) research 'Behavioural study of obedience'. [12]


Ecological validity issues

Experimental validity issues

Ethical issues e.g. use of deception, exposure of participants to possible psychological harm.

Sampling limitations e.g. all male sample group, selected via newspaper advert.

Other relevant details.

Marks AO2

10-12 Evaluation of methodology is clearly structured, thorough and there is evidence of coherent elaboration. Depth and range is displayed, though not necessarily in equal measure.

7-9 Evaluation of methodology shows some coherence; depth or range is displayed in an effective manner.

4-6 Evaluation of methodology is appropriate but limited.

1-3 Evaluation of methodology is superficial. Material is muddled.

0 No relevant evaluation. Q.5 Evaluate the methodology of Buss's (1989) research 'Sex differences in human

mate preferences'. [12] Credit could be given for the following:

Sampling issues – variety of sampling techniques used, mostly opportunity.

Cross cultural research issues – translation of questions and answers.

Methodological issues – advantages and/or limitations of questionnaire use.

Other relevant material.

Marks AO2

10-12 Evaluation of methodology is clearly structured, thorough and there is evidence of coherent elaboration. Depth and range is displayed, though not necessarily in equal measure.

7-9 Evaluation of methodology shows some coherence; depth or range is displayed in an effective manner.

4-6 Evaluation of methodology is appropriate but limited.

1-3 Evaluation of methodology is superficial. Material is muddled.

0 No relevant evaluation.

10

Q.6 With reference to alternative evidence, critically assess Bennett-Levy and Marteau's (1984) research 'Fear of Animals: what is prepared?' [12]


Bandura & Rosenthal (1966) support social learning theory explanations of phobias with research that induced a phobia of buzzers when it was sounded when shown with images of individuals in pain.

Ohman et al (1975) reported that it was easier to induce phobias of snakes than other stimuli such as houses.

Seligman (1971) believes that humans are biologically predisposed to fear certain animals such as snakes. He found that two to four small electric shocks were enough to induce a phobia to pictures of spiders or snakes. However a larger series of shocks were required to induce the same sort of phobic response to pictures of flowers.

Mineka et al (1980) found that wild-reared monkeys showed considerable fear of real, model and toy snakes, whereas laboratory-reared monkeys only showed only a mild response to the snakes; Mineka et al therefore concluded observational conditioning is involved in the origins of many human and nonhuman primates' fears and phobias.

Other relevant evidence.

Marks AO2

10-12 Evaluation is clearly structured and thorough with clear, overt reference to more than one piece of alternative evidence. Depth and range is displayed, though not necessarily in equal measure.

7-9 Evaluation shows some coherence with clear reference to more than one piece alternative evidence. Depth or range is displayed.

4-6 Evaluation is appropriate but limited; some reference to alternative evidence.

1-3 Evaluation is superficial; reference to relevant evidence is muddled and/or incoherent.


11

SECTION C

Q.7 A psychologist is conducting a natural experiment to investigate whether students who eat breakfast on the day of their psychology exam perform better in the exam (i.e. the grade achieved) than students who do not eat breakfast on the day of the exam. The psychologist is using a systematic sample. The mode of grades for those students who ate breakfast and the mode of grades for those students who did not eat breakfast were then calculated and placed into a table.

Modal scores

Mode of grades for students who ate breakfast: B

Mode of grades for students who did not eat breakfast: C

(a) Outline one advantage and one disadvantage of using a natural

experiment in this research. [3] Credit could be given for:

Advantages, e.g. allows the researcher to investigate behaviours which are unethical or impractical to investigate using a laboratory or field experiment.

Disadvantages e.g. cannot establish cause and effect; is more difficult to have control over variables.

Other appropriate advantages or disadvantages

3 An appropriate advantage and disadvantage are noted, both are linked to the novel situation.

2 An appropriate advantage and disadvantage are noted; there is some link to the novel situation or an appropriate advantage and disadvantage are noted but only one of these is linked to the novel situation.

1 An appropriate advantage and disadvantage are noted; there is no link to the novel situation or an appropriate advantage or disadvantage is noted with some link to the novel situation.

0 An appropriate advantage or disadvantage is noted but there is no link to the novel situation or the issue is not addressed.

12

(b) Identify one issue of reliability in this research and describe how you could deal with this issue of reliability. [3]

Credit could be given for:

Would the results occur if study was done again. Test – retest.

The reliability of the measuring tools used

Other appropriate issues of reliability

3 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted and linked to the novel situation.

2 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted and with some link to the novel situation.

1 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted with no links to the novel situation or an appropriate issue of reliability is identified and linked to the novel situation.

0 The issue of reliability and way of dealing with it are inaccurate or the issue of reliability is not addressed.

(c) Identify one issue of validity in this research and describe how you

could deal with this issue of validity. [3] Credit could be given for:

Internal validity issues

External validity issues

Other appropriate issues of validity

3 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted and linked to the novel situation.

2 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted and with some link to the novel situation.

1 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted with no links to the novel situation or an appropriate issue of validity is identified and linked to the novel situation.

0 The issue of validity and way of dealing with it are inaccurate. or the issue of reliability is not addressed.

13

(d) Outline one advantage and one disadvantage of systematic sampling in this research. [3]


Advantage e.g. reduces researcher bias in the selection of participants.

Disadvantage e.g. may not select a representative sample of the target population.

Other appropriate advantage or disadvantage.

3 An appropriate advantage and disadvantage are noted, both are linked to the novel situation.




(e) Discuss one ethical issue that might arise in this research. [3] Credit could be given for:

Lack of informed consent

Failure to inform of the right to withdraw

Failure to protect a participant's psychological and/or physical health during research

Other appropriate ethical issues

3 An appropriate ethical issue is thoroughly discussed; closely linked to the novel situation.

2 An appropriate ethical issue is reasonably discussed; some link to the novel situation.

1 An appropriate ethical issue is discussed; no links to the novel situation or an appropriate ethical situation is discussed and linked but no clear issue is identified.

0 An ethical issue is not discussed.

14

(f) State one conclusion that can be drawn from the modal scores in this research. [3]

3

An appropriate and accurate conclusion has been stated fully and clearly with links to the novel situation, e.g. the mode of grades for students who had breakfast was a grade higher than the mode of grades for students who did not have breakfast.

2

An appropriate and accurate conclusion has been stated with some link to the novel situation, e.g. those that did not eat breakfast performed a grade worse in the psychology exam than those who ate breakfast or a less appropriate conclusion is stated with a clear link to the novel situation.

1 An appropriate and accurate conclusion has been stated but there is no link to the novel situation.

0 An inappropriate or inaccurate conclusion has been stated or the issue is not addressed.

15

Q.8 A team of psychologists are investigating whether there is a correlation between people's levels of stress and levels of happiness. The team of psychologists are using a self-selected (volunteer) sample. The happiness scores and stress scores of the participants were then put onto a scattergraph.

(a) Outline one advantage and one disadvantage of using a correlation in this research. [3]


Advantage e.g. can assess the strength of a relationship between two variables.

Disadvantage e.g. can't be used on non-linear relationship; can't prove cause and effect.

Other appropriate advantage or disadvantage.

3 An appropriate advantage and disadvantage are noted; both are linked to the novel situation.




16

(b) Identify one issue of reliability in this research and describe how you could deal with this issue of reliability. [3]


The reliability of the measuring tools used

Other appropriate issues of reliability

3 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted and linked to the novel situation.

2 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted and with some link to the novel situation.

1 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted with no links to the novel situation or an appropriate issue of reliability is identified and linked to the novel situation.

0 The issue of reliability and way of dealing with it are inaccurate or the issue of reliability is not addressed.

(c) Identify one issue of validity in this research and describe how you

could deal with this issue of validity. [3] Credit could be given for:

Internal validity issues

External validity issues

Validity of measuring tools used

Other appropriate issues of validity

3 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted and linked to the novel situation.

2 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted and with some link to the novel situation.

1 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted with no links to the novel situation. OR an appropriate issue of validity is identified and linked to the novel situation.

0 The issue of validity and way of dealing with it are inaccurate. OR the issue of reliability is not addressed.

17

(d) Outline one advantage and one disadvantage of self-selected (volunteer) sampling in this research. [3]


Advantage e.g. it can be quicker and easier than selecting a random sample.

Disadvantage e.g. Volunteer sampling may not attract people from all areas of society (e.g. age, ethnicity, race etc) it is not representative of the population.

Other appropriate advantage or disadvantage

3 An appropriate advantage and disadvantage are noted; both are linked to the novel situation.




(e) Discuss one ethical issue that might arise in this research. [3] Credit could be given for:

Lack of informed consent

Failure to inform of the right to withdraw

Failure to protect a participant's psychological and/or physical health during research

Other appropriate ethical issues

3 An appropriate ethical issue is thoroughly discussed; closely linked to the novel situation.

2 An appropriate ethical issue is reasonably discussed; some link to the novel situation.

1 An appropriate ethical issue is discussed; no links to the novel situation or an appropriate ethical situation is discussed and linked but no clear issue is identified.

0 An ethical issue is not discussed.

18

(f) State one conclusion that can be drawn from the scattergraph in this research. [3]

3 An appropriate and accurate conclusion has been stated fully and clearly with links to the novel situation, e.g. there appears to be a negative correlation between happiness score and stress score.

2 An appropriate and accurate conclusion has been stated with some link to the novel situation, e.g. as happiness increases, stress decreases or a less appropriate conclusion is stated with a clear link to the novel situation.

1 An appropriate and accurate conclusion has been stated but there is no link to the novel situation.

0 An inappropriate or inaccurate conclusion has been stated or the issue is not addressed.

19

PY3

SECTION A

Q.1. It has been argued by academics that males are more aggressive than females. Research on human aggression, however, can lead to many ethical issues. Therefore an observation was carried out on primates in a zoo. The aggressive behaviour of male and female primates were compared while they were in captivity. Aggression was operationalised and a schedule of aggressive behaviour was produced. Only the most extreme aggressive incidents were analysed. Results are shown below.

Male Female

Mean 5 2 Mode 4 1 Median 4 1

(a) The method used was an observation. Define the term 'observation'. [2]

Marks AO1

2 Clear and detailed definition given, e.g. a method where the observer does not attempt to manipulate any part of the situation and simply observes the behaviour.

1 Definition is limited in detail, e.g. observation takes place in a natural setting.

0 No relevant information. (b) What is meant by 'Aggression was operationalised'? [2]

Marks AO2

2 This refers to gaining a precise definition of the behaviour to be observed (aggression).

1 Basic information only. 0 No relevant information.

(c) (i) Describe what is meant by the term 'confounding variables'? [2]

Marks AO1

2 Clear and detailed definition given e.g. these are variables that are not under the experimenter's control and may affect the behaviour being measured. (DV)

1 Definition is limited in detail, e.g. things not under control. 0 No relevant information.

(ii) Explain the way in which one confounding variable may have

affected this study of aggression amongst captive primates. [2]

Marks AO2

2 Clear and detailed explanation e.g. it may rain and, therefore the chimps may get under cover so therefore, little activity.

1 Basic information only, e.g. weather. 0 No relevant information.

20

(d) Define what is meant by the term 'validity'. [2]

Marks AO1

2 Clear and detailed definition e.g. the findings are genuine and the effects are caused by the I.V. The study measuring what it intended to measure.

1 Basic information, e.g. it is true/accurate. 0 No relevant information.

(e) (i) Name one way of ensuring validity in this research. [1]

Marks AO1

1 Identification is correct, e.g. content, construct or concurrent, face.

(ii) Explain how this way of ensuring validity could be used in this research. [2]

AO2

2

Full explanation given, e.g. content validity checking the content of the aggression schedule. Is it an appropriate test of aggression or concurrent validity? Validate the aggression measurement by comparing it with a test of aggression that has known validity.

1 Basic explanation, e.g. check content of measurement. 0 No relevant information.

(f) Describe two ethical issues that may arise within this study. [4]

Marks AO1

3-4

Two ethical issues clearly identified, e.g. failure to protect the individual monkey from harm; lack of consent from authorities, protecting the species; presence of researcher may cause stress/aggression. Acceptable issues made relevant to the study (must be in context).

1-2 Description is limited or basic, e.g. just naming the ethical issue.

0 No relevant information. (g) Define the term 'mode'. [2]

Marks AO1 2 The most frequently occurring value in a set of scores. 1 Basic information only. 0 No relevant information.

21

(h) (i) Describe the term 'median'. [2]

Marks AO1

2 This is the middle value in a set of scores when they are placed in rank order.


(ii) Describe one advantage of the median as a measure of central `

tendency. [2]

Marks AO2

2 Clear advantage identified in detail e.g. the median is unaffected by a few extreme scores because it only focuses on the middle score.


(iii) Describe one disadvantage of the median as a measure of central

tendency. [2]

Marks AO2

2 Clear disadvantage identified in detail of median ignores most of the scores and is less sensitive than the mean.


22

SECTION B Q.2 A laboratory experiment was carried out to see if noise has an effect on memory. A

group of twenty participants were placed in a quiet room and given a list of ten words to remember in one minute. They were then tested to see how many words they remembered. The same group of participants were then placed in a room with loud music playing and given a list of different words to remember. Again, participants were given one minute and then tested afterwards. Results are shown below.

The statistical level accepted was 0.05 and the Wilcoxon test was applied.

Observed 43

Critical 52 (a) Define the term 'reliability'. [2]

• Reliability refers to the consistency of a test/study (how dependable it is) • If it is repeated and similar results obtained • Any other relevant material.

Marks AO1

2 Clear and detailed definition. 1 Definition is limited in detail. 0 No relevant information.

(b) (i) Identify the experimental design that was used in this research. [2]

Marks AO3

2 Clear and detailed description given. Repeated measures design; every participant takes part in all conditions of the experiment.

1 Basic description e.g. repeated measures design. 0 No relevant information.

(ii) Give one advantage of the chosen experimental design. [2] • No individual differences between different groups of participants. • Less participants needed than in independent design. • Any other relevant material.

Marks AO2 2 Clear advantage identified in detail. 1 Basic information only. 0 No relevant information.

(iii) Give one disadvantage of the chosen experimental design. [2]

Marks AO2

2 Clear disadvantage identified in detail e.g. order effects; participants may get tired or bored in the second part of the study, affecting the results. More time-consuming because two parts.


23

(c) Explain why the Wilcoxon test was chosen. [2]

Marks AO3

2 Wilcoxon matched pairs signed ranks test because of related ordinal level data. Also a test of difference.

1 Basic explanation only. 0 No relevant information.

(d) Explain the way in which one confounding variable may have affected

this study. [2]

Marks AO2

2 Clear explanation given e.g. the room the test was administered in was too hot, noisy; bright or the rooms used were different, therefore affecting the memory test.

1 Basic explanation only e.g. light/heat/noise. 0 No relevant information.

(e) (i) Describe what is meant by the term 'opportunity sampling'. [2]

Marks AO1

2 Detailed and clear e.g. selection of participants according to whatever is available at the time.


(ii) Describe one advantage of this sampling method. [2]

Marks AO2

2 Clear advantage identified in detail e.g. less time consuming and easiest method to use.


(iii) Describe one disadvantage of this sampling method. [2]

Marks AO2

2 Clear disadvantage identified in detail e.g. participants may not be a representative sample of the target population.


(iv) Identify and describe another method by which the sample may

have been chosen in this research. [3]

Marks AO1 1 Identification is correct e.g. voluntary or random. AO3

2 Full explanation given e.g. for voluntary a poster could be put up asking for volunteers to take part in a psychology study.

1 Basic explanation, e.g. advertisement. 0 No relevant information.

24

(f) Look at the results above. (i) Explain why the experimental hypothesis was accepted or

rejected. [2]

Marks AO3

2 The hypothesis was supported because the observed value is lower than the critical value.

1 Basic description e.g. only 'supported.' 0 No relevant information.

(ii) Explain what is meant by 'The statistical level accepted was 0.05'.

[2]

Marks AO3

2 Full explanation given e.g. this refers to achieving a significance level of at least 5%, i.e. the probability of these results occurring through chance is no greater than 5%.

1 Basic description only, e.g. less than 5% chance. 0 No relevant information.

25

SECTION C

Answer two of the following questions.

Q.3 Discuss ways of dealing with ethical issues when using human participants in research in psychology. [15]

Credit could be given for the following: • Use of presumptive consent and prior general consent as a means of dealing

with lack of informed consent. • Use of role-play as a means of dealing with deception. • Use of ethical guidelines. • Use of ethical committees. • Any other relevant material.

Marks AO3

12-15

Discussion is appropriate and well detailed. Material is used in an effective manner (evidence of coherent elaboration) and is thorough. Depth and range of knowledge is displayed, although not necessarily in equal measure. Specialist terms are used throughout.

8-11 Discussion is reasonably appropriate but less detailed. Material is used in an effective manner. Depth or range of knowledge is displayed. Some specialist terms are evident.

4-7 Discussion is basic; material is used in a relevant manner but is limited. Few specialist terms are evident.

1-3 Discussion is superficial; material is muddled and/or incoherent. Specialist terms are either absent or are incorrectly used.

0 No relevant material is presented. Q.4 Discuss ethical issues arising from two applications of psychology in the real

world. [15]

Credit could be given for the following: • Real world applications can apply to the military and advertising. • Use of Milgram research on obedience by the military and the ethical issues this

can lead to. • Any other relevant information.

Marks AO3

12-15





0 No relevant material is presented.

26

Q.5 Explain the advantages of the use of the scientific method in psychology. [15] Credit could be given for the following: • The nature of science in general, e.g. discussion of control; replicability;

objectivity and predictability. • Historical trends in psychological enquiry, fundamental shifts in Psychology's

subject base, e.g. psychodynamic to behaviourism to humanistic to cognitive. • Variety of quantitative and qualitative methods used including discussion of their

scientific credibility, e.g. laboratory experiment highly scientific; case study not very scientific.

• Examples of established research (methods and findings) appropriate research, e.g. laboratory experiments - Loftus & Palmer (1974) and participant observation - Rosenhan (1973).

• Any other relevant information.

Marks AO3

12-15





0 No relevant material is presented.

27

PY4

Q.1 (a) Describe what is meant by 'ethical cost' in psychology. [3]

Marks AO1 3 A clear and accurate description is given. 2 Description is accurate but limited. 1 A basic description is given. 0 No relevant knowledge or understanding.

(b) Using psychological knowledge and research evidence, discuss the

balance of scientific benefits measured against ethical costs in psychology. [22]

Credit could be given for discussion of:

What constitutes a scientific benefit? Descriptions of scientific benefits (e.g. understanding and predicting

behaviour, therapies) What constitutes an ethical cost? Types of ethical cost (e.g. discrimination, psychological harm caused by

techniques such as sensory deprivation) Various balances between scientific advances, social advancement, social

morality (e.g. can science be value free, use of knowledge to oppress) Any other relevant material.

AO2 AO3

6-7

Evaluation is relevant, clearly structured and thorough. There is evidence of coherent elaboration in the material presented. Depth and breadth of evaluation is displayed though not necessarily in equal measure.

12-15

Evidence is clearly interpreted and clearly analysed. Arguments are presented in a structured manner that clearly and accurately addresses the question and reaches a reasoned conclusion. Range and depth of evidence are displayed though not in equal measure. Appropriate terminology is used throughout.

4-5

Evaluation is relevant, structured and shows some coherence in the material presented. Depth or breadth of evaluation is displayed.

8-11

Evidence is interpreted and analysed. Arguments are presented effectively and address the question. There are limitations in either the range or depth of evidence presented or in the structure of the argument or in the overall conclusion. Some appropriate terms are used.

2-3 Evaluation shows some relevance but is basic and limited in detail.

4-7

Evidence is basic. The material is used in a relevant manner to address the question but the structure of the answer and the conclusion are limited. Few appropriate terms are identifiable.

1 Some very limited, relevant, evaluation is present. 1-3

There is little evidence relating to the question. The answer is confused and/or severely limited in scope. Appropriate terms are either not used or are used incorrectly.

0 No relevant evaluation. 0 No material relevant to the question.

28

Q.2 (a) Describe what is meant by a 'genetic influence' on human behaviour. [3]

Marks AO1 3 A clear and accurate description is given. 2 Description is accurate but limited. 1 A basic description is given. 0 No relevant knowledge or understanding.

(b) Using psychological knowledge and research evidence, discuss the

balance of genetic and environmental influences on human behaviour. [22]


• Discussion of principal genetic influences (e.g. evolutionary, proximal influences on disorder, intelligence, abilities)

• Discussion of environmental influences (e.g. culture, parents, peers, education)

• Interaction between genetic and environmental influences (e.g. diathesis-stress theory, parenting and temperament, nutrition and behaviour, criminality).

• Any other relevant material

AO2 AO3

6-7


12-15

Evidence is clearly interpreted and clearly analysed. Arguments are presented in a structured manner that clearly and accurately addresses the question and reaches a reasoned conclusion. Range and depth of evidence are displayed though not in equal measure. Appropriate terminology is used throughout.

4-5


8-11

Evidence is interpreted and analysed. Arguments are presented effectively and address the question. There are limitations in either the range or depth of evidence presented or in the structure of the argument or in the overall conclusion. Some appropriate terms are used.


4-7

Evidence is basic. The material is used in a relevant manner to address the question but the structure of the answer and the conclusion are limited. Few appropriate terms are identifiable.

1 Some very limited, relevant, evaluation is present. 1-3

There is little evidence relating to the question. The answer is confused and/or severely limited in scope. Appropriate terms are either not used or are used incorrectly.

0 No relevant evaluation. 0 No material relevant to the question.

29

Q.3 Discuss explanations for disorders of memory. [25] Credit could be given for:

AO1 AO2 • Statistical abnormalities (e.g. tip-of-the-

tongue, strong habit intrusion, onomastic aphasia, déjà vu)

• Psychological disorders (e.g. repression, PTSD flashbacks, fugue)

• Pathological states where memory disorder is a symptom (e.g. agnosias, Alzheimers, Korsakoffs, amnesia)


• Evidence relating to specific issues

• Use of evidence to support or contradict explanations

• Evaluation of explanations for statistical abnormalities

• Evaluation of evidence for existence and explanations of psychological disorders

• Discussion of what is a disorder of memory and what are ‘true’ disorders rather than ‘normal’ processes or organic illnesses


Marks AO1 AO2

8-10

Knowledge and understanding of evidence is accurate and well detailed. Depth and breadth of knowledge are displayed though not necessarily in equal measure. The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate.

12-15


6-7

Knowledge and understanding of evidence is reasonably accurate, and less detailed. Depth or breadth of knowledge are displayed. The use of language including grammar, punctuation and spelling will be accurate, structured and clear.

8-11


4-5

Knowledge and understanding of evidence is appropriate, but basic in detail. The use of language may show some inaccuracies in grammar, punctuation and spelling.

4-7

Evaluation shows some relevance but is basic and limited in detail.

1-3

Knowledge and understanding is superficial and/or muddled. Written expression has errors in the use of language, including grammar, punctuation and spelling.

1-3

Some very limited, relevant, evaluation is presented.

0 No relevant knowledge or understanding is displayed. 0 No relevant evaluation.

30

Q.4 Discuss research relating to understudied relationships. [25] Credit could be given for:

AO1 AO2 • Gay and lesbian relationships • Electronic relationships (e.g. email, chat

room, simulated worlds) • Friendship (e.g. gender differences,

basis of relationship) • Mediated relationships (e.g. arranged

marriages, dating agencies) • Any other relevant material

• Evidence relating to specific issues • Use of evidence to support or

contradict explanations • Differences and similarities of gay

relationships and heterosexual • Explanations for lack of research in

some areas of relationships • Any other relevant material

Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3


1-3 Some very limited, relevant, evaluation is presented.


31

Q.5 Discuss issues relating to the measurement of intelligence. [25] Credit could be given for:

AO1 AO2 • Variations in the definition of

intelligence • General intelligence measurement

(e.g. Stanford Binet, Weschler, BAS)

• Multiple intelligence theories and measurement (e.g. Gardner, Sternberg)



contradict explanations • Specific methodological issues such as

the measurement of intelligence • Historical, cultural and political issues • Any other relevant material

Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




32

Q.6 Describe and evaluate explanations of adolescent identity. [25] Credit could be given for:

AO1 AO2 • Major theories (e.g. Blos, Erickson,

Marcia) • Cross-cultural research (e.g. Jensen,

Berry) • Any other relevant material

• Evidence relating to specific explanations


• Adolescence as a social construct • Evaluative material (e.g. support from

major theories, Western bias in research)

• Ethnocentrism in research • Any other relevant material

Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




33

Q.7 Discuss the nature of dreams. [25] Credit could be given for:

AO1 AO2 • Nature of the dream experience

(e.g. REM sleep and dreams, lucid dreaming)

• Neurological theories (e.g. reverse learning, activation-synthesis)

• Psychological theories (e.g. learning theories, survival theories)

• Psychodynamic theories (e.g. Freudian theories, problem-solving)




• Reassessment of Freudian theory • Evaluation of dream research • Methodological issues (e.g. low

ecological validity of lab studies) • Any other relevant material

Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




34

Q.8 Discuss issues in health promotion. [25] Credit could be given for:

AO1 AO2 • Nature of health promotion (e.g.

public sector belief and/or behaviour modification)

• Behaviour change models (e.g. Health Belief Model, Theory of Reasoned Action)

• Self-empowerment approaches (e.g. participatory learning, increasing self-efficacy



contradict explanations • Psychological issues (e.g. rationality

in decision making, heuristics) • Effectiveness of health promotion • Ideological issues (e.g. freedom of

individual, mandate for change, efforts by government)


Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




35

Q.9 Describe and evaluate motivating factors in the classroom. [25] Credit could be given for:

AO1 AO2 • Attribution theory as applied to education

(e.g. self-attributions) • Behavioural concept as applied to

education (e.g. learned helplessness) • Teaching/learning styles and their effect

on motivation (e.g. mismatch of preferred style and teaching mode)

• The effects of labelling and stereotyping on motivation (e.g. self-fulfilling prophecy)




• Classroom management and use of motivating factors

• Individual differences and demotivating factors (e.g. psychological disturbances, gender and cultural differences)

• External influences (e.g. family, media, drugs)


Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




36

Q.10 Describe and evaluate theories of crime. [25] Credit could be given for:

AO1 AO2 • Biological explanations of crime (e.g.

genetic, physiological) • Psychological explanations of crime

(e.g. psychoanalytic theory, SLT, cognitive)

• Social theories (e.g. familial influences, peer group sub-culture, differential association, gender)

• Problems with 'crime' as an independent variable, bias in samples


• Evidence relating to specific theories • Use of evidence to support or

contradict theories • Methodological issues relating to

specific theories • Historical, cultural and political

evaluative issues • Any other relevant material

Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




37

Q.11 Discuss improving motivation in sport. [25] Credit could be given for:

AO1 AO2 • Improving participant self-confidence

(e.g. efficacy improvement, self-talk strategies)

• Improving psychological climate (e.g. mastery vs. competitive motivation, goal-orientation)

• Altering maladaptive patterns (e.g. attributional styles, learned helplessness)

• Utilising external motivational strategies (e.g. rewards, mentoring)



• Use of evidence to support or contradict theories

• Evaluative material (e.g. efficacy of methods implied, problems in measurement of change)


Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




38

Q.12 Describe and evaluate aetiologies of schizophrenia including physiological and psychological explanations. [25]


AO1 AO2 • Physiological explanations (e.g.

genetic, neurotransmitter, structural variations in brain)

• Social explanations (e.g. double-bind, expressed emotion, family, culture)

• Psychological explanations (e.g. intra-personal regression, interpersonal withdrawal)


• Efficacy of treatment and/or ethics. • Evidence relating to specific

explanations • Use of evidence to support or

contradict explanations • Diathesis-stress theory • Historical and cultural evaluative

issues • Any other relevant material

Marks AO1 AO2

8-10


12-15


6-7


8-11


4-5



1-3




GCE PSYCHOLOGY MS - SUMMER 2010

WJEC 245 Western Avenue Cardiff CF5 2YX Tel No 029 2026 5000 Fax 029 2057 5994 E-mail: [email protected] website: www.wjec.co.uk

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