GCE MARKING SCHEME. PSYCHOLOGY (NEW) AS/Advanced

Transcription

1 GCE MARKING SCHEME PSYCHOLOGY (NEW) AS/Advanced JANUARY 2010

2 INTRODUCTION The marking schemes which follow were those used by WJEC for the January 2010 examination in GCE PSYCHOLOGY (NEW). 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.

3 PY1 Q.1 (a) Outline two assumptions of the cognitive approach. (4) Credit could be given for an outline of the following: Psychology as a pure science. Computer analogy. Information processing approach. Any other relevant material. Marks AO1 3-4 Two relevant assumptions are identified and detailed. One relevant assumption is identified and detailed or two 1-2 assumptions are identified briefly. 0 No relevant knowledge or understanding. (b) Describe attribution theory. (8) Credit could be given for a description of the following. Heider's situational vs dispositional attributions. Kelley's Co-variation theory. Weiner's Model of Achievement Attribution. Attributional biases. Other theories of attribution. Any other relevant material. Marks AO1 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, 7-8 though not necessarily in equal measure. The use of language including grammar, punctuation and spelling will be relevant, well structured, coherent and accurate. Content is reasonably accurate but less detailed. Material is used in an effective manner. Depth or range of knowledge is 5-6 displayed. The use of language including grammar, punctuation and spelling will be accurate, structured and clear. Content is described in basic detail; material is used in a relevant manner but is limited. 3-4 The use of language may show some inaccuracies in grammar, punctuation and spelling. Content is superficial; material is muddled and/or incoherent. 1-2 Written expression has errors in the use of language, including grammar, punctuation and spelling. 0 No relevant knowledge or understanding. 1

4 Q.2 Describe how the biological approach has been applied in either psychosurgery or chemotherapy. (12) Credit could be given for a description of the following: The aims of psychosurgery / chemotherapy. Main features of psychosurgery / chemotherapy. Historical issues. Examples of the application of psychosurgery / chemotherapy. Findings from identifiable research into the effectiveness of psychosurgery / chemotherapy. Any other relevant material. Marks AO1 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. 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. 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. 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. 0 No relevant knowledge or understanding. 2

5 Q.3 (a) Evaluate two strengths of the psychodynamic approach. (6) Credit could be given for a discussion of the following: Interactionist nature of the approach. The importance of childhood experience. The idiographic nature of the approach. Therapeutic applications. The impact the approach has had on psychology. Any other relevant material. Marks AO2 Two strengths are evaluated. They are clearly and thoroughly explained. 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 psychodynamic approach. (6) Credit could be given for a discussion of the following: The subjective nature of the approach. The unscientific nature of the approach. The deterministic nature of the approach. Freud's use of case studies. Falsifiability. Any other relevant material. Marks AO2 Two weaknesses are evaluated. They are clearly and thoroughly explained. One weakness is clearly and thoroughly explained. Or two weaknesses are evident but lack clarity and/or detail. 0 No relevant evaluation or analysis. 3

6 Q.4 Compare and contrast the behaviourist and cognitive approaches 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 Analysis is thorough, clearly structured and there is evidence of coherent elaboration of relevant similarities and differences. Depth and range of analysis is displayed though not necessarily in equal measure. Analysis is reasonably thorough and coherent, with evidence of both similarities and differences. Depth or range of analysis is displayed. 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. 4

7 Q.5 Explain and evaluate the methodology used by the behaviourist approach. (12) Credit could be given for a discussion of the following: Use of laboratory experimentation. Use of non-human animals. Controlled, experimental nature of the approach. Reductionism. Issues of replicability. Issues of objectivity. Ethical issues surrounding non-human animal research. Issue of generalisability from animal to human learning. Any other relevant material. Marks AO3 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. 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. Appropriate method(s) is explained in a limited manner. Evaluation of method(s) is limited with evidence of strengths and/or weaknesses. Statement of method(s) used may be muddled and/or incoherent, or inappropriate. Evaluation of methods(s) is superficial. Method(s) or evaluation may be absent. 0 No relevant evaluation or analysis. 5

8 PY2 SECTION A Q.1 Summarise the aims and context of Rosenhan's (1973) research 'On Being Sane in Insane Places'. [12] Credit could be given for the following: Aims such as 'to investigate if psychiatrists could distinguish the difference between people who are genuinely mentally ill and those who aren't'. Or in Rosenhan's words from the original article, "the salient characteristics that lead to diagnoses reside in the patients themselves or in the environments and contexts in which the observers find them?" Description of the anti-psychiatry movement. Ideas of theorists such as Thomas Szasz, Michel Foucault or R.D.Laing. Description of controversial psychiatric treatments e.g. lobotomy. Other relevant details. Marks AO Knowledge and understanding of aim(s) and context are 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 are reasonably accurate but less detailed. Depth or range may be 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 are 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 aims or context is appropriate but basic in detail and limited in range. Written expression has errors in the use of language, including grammar, punctuation and spelling. 0 No relevant knowledge or understanding. 6

9 Q.2 Outline the procedures of Bennett-Levy and Marteau's (1984) research 'Fear of Animals: what is prepared?' [12] Credit could be given for the following: Sample details 113 participants attending a health centre were asked to fill in one of two questionnaires. The questionnaires were distributed in a random order. Group 1 (completed Questionnaire 1) included 34 females and 30 males. Mean age of group 1 was 35.5 years. Group 2 (completed Questionnaire 2) included 25 females and 24 males. Mean age of group 2 was 35.1 years. Nature of questionnaires Questionnaire 1 measured self-reported fear and avoidance of a 29 small harmless animals and insects. Participants rated their avoidance by completing a five point scale of nearness (1 = enjoy picking it up; 2 = would pick it up, but unpleasant; 3 = touch it or go within six inches; 4 = stand one to six feet away; 5 = move further than six feet away). Participants were instructed that "as some animals and insects are difficult to pick up in the wild, imagine that they have been injured in some way. For instance, the birds have a broken wing, or the squirrel a broken foot, etc2. Where the animals might have been thought of as harmful (e.g. grass snakes, jellyfish) the instruction 'not harmful' was included. Questionnaire 2 was designed to measure self-reported ratings of the same 29 animals and insects as used in Questionnaire 1, specifically along four perceptual dimensions. The following instructions were given "We would like you to consider how UGLY, SLIMY and SPEEDY the animals are, and how SUDDENLY they appear to MOVE". A three-point scale was used (1 = not; 2 = quite; 3 = very). Names of animals included on questionnaires: Rat, Cockroach; Jellyfish (not harmful); Spider; Slug; Grass Snake (not harmful); Beetle; Lizard; Worm; Frog; Moth; Ant; crow; Mouse; Grasshopper; Squirrel; Caterpillar; Baby seal; blackbird; Hamster; baby chimpanzee; Butterfly; Spaniel (dog); Tortoise; Robin; Lamb; Cat; Ladybird; Rabbit. Other relevant details. Marks AO Knowledge and understanding of procedures 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 procedures is reasonably accurate but 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. 0 No relevant knowledge or understanding. 7

10 Q.3 Describe the findings and conclusions of Buss's (1989) research 'Sex differences in human mate preferences'. [12] Credit could be given for the following: "Good financial prospect" There was considerable variations in how much this mate characteristic is valued. In 36 of the 37 samples, females valued "good financial prospects" in a mate more highly than males. The Spanish sample was the only exception to this; the sample did show a difference between males and females but it was not significant. "Ambition and industriousness" In 34 of the 37 samples, females expressed a higher valuation for "ambition and industriousness" in a mate than did males. Three samples, Columbian, Spanish and South African Zulu showed the opposite sex difference (males rating "ambition and industriousness" more highly than females), however, it was only statistically significant in the South African Zulu sample. "Age differences" In all 37 samples, both males and females preferred the male to be the older partner in the relationship. The mean ideal age for marriage for males was years, compared to years for females. Females preferred a larger age difference between males and females of 3.42 years compared to male preference of 2.66 years. In Nigeria and Zambia, male preference for being older was at its largest, 6.45 years and 7.38 years, perhaps because males tend to be older when they acquire wives in polygynous systems. "Good looks" All of the 37 samples showed that males rated "good looks" in their mate more than females did. "Good looks" were particularly important to males in the Bulgarian, Palestinian, Nigerian and Zambian samples. "Chastity" Cultures varied tremendously. China, India, Indonesia, Iran, Taiwan and Israel (Palestinian) attached a high value to chastity in a potential mate. Sweden, Norway, Finland, Netherlands, West Germany and France viewed as 'irrelevant or unimportant'. Ireland differed from other western European samples by placing a moderate emphasis on chastity. Buss concluded that sex differences involving mate preferences for earning potential, relative youth and physical attractiveness were strongly confirmed across cultures. Buss's findings support evolutionary explanations of human behaviour; specifically that mating behaviour should differ according to gender, reflecting the differences in reproductive capacities of males and females. Other relevant details. Marks AO Knowledge and understanding of findings and conclusions are 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 are reasonably accurate but 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 are 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. 0 No relevant knowledge or understanding. 8

11 SECTION B Q.4 Evaluate the methodology of Loftus and Palmer's (1974) research 'Reconstruction of Automobile Destruction: An Example of the Interaction between Language and Memory'. [12] Credit could be given for the following: Methodological issues relating to use of laboratory experiment Validity issues e.g. ecological, experimental Ethical issues e.g. lack of fully informed consent Sampling issues e.g. use of students Other methodological issues Marks AO 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 and/or incoherent. 0 No relevant evaluation. 9

12 Q.5 Evaluate the methodology of Langer and Rodin's (1976) research 'The effects of choice and enhanced personal responsibility for the aged: A field experiment in an institutional setting'. [12] Credit could be given for the following: Methodological issues relating to the use of a field experiment. Validity issues e.g. ecological, experimental. Ethical issues e.g. lack of fully informed consent; possible failure to protect participants from physical and/or psychological harm. Sampling issues e.g. use of opportunity sample. Other relevant methodological issues. Marks AO 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 and/or incoherent. 0 No relevant evaluation. 10

13 Q.6 With reference to alternative evidence, critically assess Rahe, Mahan and Arthur's (1970) research 'Prediction of near-future health change from subjects' preceding life changes'. [12] Credit could be given for the following: Holmes & Rahe (1967) predict that if you have a life event stress index score of more than 150, you will have a 50% chance of a major health breakdown in the next 2 years. However with a score of more than 300, the chance of a major health breakdown is more than 80% (N.B. candidates need to include discussion of health breakdown risk and not just development of questionnaire). Cohen et al (1993) found that those volunteers with a high score on a psychological stress index were more likely to suffer from respiratory tract infections than those who had lower scores on the psychological stress index. Kiecolt-Glaser et al (1992) found reduced immune system functioning in couples following short periods of marital conflict. Johannson et al (1978) found that those sawmill workers who were 'finishers' (a high stress role as they were machine paced and were responsible for productivity and as a result the wages of everyone in the factory) had raised level of stress hormones, higher levels of stress related illnesses and took more sick days than lower stress roles such as cleaners. Other relevant evidence. Marks AO Evaluation is clearly structured and thorough with clear, overt reference to more than one piece of alternative evidence. Depth and range of analysis is displayed, though not necessarily in equal measure. 7-9 Evaluation shows some coherence with clear reference to more than one piece of alternative evidence. Depth or range of analysis is displayed in an effective manner. 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. 0 No relevant evaluation. 11

14 SECTION C Q.7 A psychologist is conducting a laboratory experiment into whether groups of 5 friends are quicker at completing a puzzle than groups of 5 strangers. The psychologist is using an opportunity sample. The mean values of the time taken to complete the puzzle were calculated and are described in the table below. Working with friends Working with strangers Mean time taken to complete puzzle 52 seconds 92 seconds (a) Outline one advantage and one disadvantage of using a laboratory experiment in this research. [3] Credit could be given for: Advantages e.g. easier to establish control over variables; lower risk of confounding variables than a field experiment. Disadvantages e.g. tends to be less realistic than a field experiment; participants maybe more aware of taking part in research in comparison to field experiment. 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. (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: 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 both are linked to the novel situation. 2 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted 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 link 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. 12

15 (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 both are linked to the novel situation. 2 An appropriate issue of validity and an appropriate way of dealing with the identified issue are noted 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 link 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 accurate OR the issue is not addressed. (d) Outline one advantage and one disadvantage of opportunity sampling in this research. [3] Credit could be given for: Advantage e.g. easier for researcher to access participants for sample. 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. 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. 13

16 (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 and is closely linked to the novel situation. 2 An appropriate ethical issue is reasonably discussed with some link to the novel situation. 1 An appropriate ethical issue is discussed; no links to the novel situation. OR an appropriate ethical situation with a link is discussed but no clear issue is identified. 0 An ethical issue is not discussed. (f) State one conclusion that can be drawn from the mean values in this research. [3] Credit could be given for: EXAMPLE Those that completed the puzzle with strangers took longer to complete the puzzle than those completing the puzzle with friends. EXAMPLE Those that completed the puzzle with friends took less time to complete the puzzle than those completing the puzzle with strangers. Other appropriate conclusion. 3 An appropriate and accurate conclusion has been stated fully and with clear links to the novel situation. 2 An appropriate and accurate conclusion has been stated with some 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 inaccurate conclusion has been stated OR the issue is not addressed. 14

17 Q.8 A team of psychologists are conducting interviews investigating whether a person's age (i.e. people in their twenties or sixties) affects what they think is the most important attribute in a potential mate (looks, personality, resources). The team of psychologists are using a stratified sample. They then compile a bar chart of the different age groups' preferences for most important attribute in a potential mate Frequency Looks Personality Resources 's Age 60's (a) Outline one advantage and one disadvantage of using an interview in this research. [3] Credit could be given for: Advantage e.g. can allow the researcher flexibility in questioning strategies varying from structured to unstructured. Disadvantage e.g. participants may be influenced by characteristics of the interviewer. Other appropriate advantage or disadvantage. 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. 15

18 (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: Inter-rater reliability 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 both are linked to the novel situation. 2 An appropriate issue of reliability and an appropriate way of dealing with the identified issue are noted 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 link 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 issued are noted and both are linked to the novel situation. 2 An appropriate issue of validity and an appropriate way of dealing with the identified issued are noted 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 link 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 is not addressed. 16

19 (d) Outline one advantage and one disadvantage of stratified sampling in this research. Credit could be given for: [3] Advantage e.g. ensures cross-section of participants are selected for the sample. Disadvantage e.g. takes longer to select a sample than volunteer sampling and even then the participants may not be representative of the population. Other appropriate advantage or disadvantage. 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. (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 and is closely linked to the novel situation. 2 An appropriate ethical issue is reasonably discussed with some link to the novel situation. 1 An appropriate ethical issue is discussed; no links to the novel situation. OR an appropriate ethical situation with a link is discussed but no clear issue is identified. 0 An ethical issue is not discussed. 17

20 (f) State one conclusion that can be drawn from the bar chart in this research. [3] Credit could be given for: EXAMPLE More individuals in their 20s think 'looks' are the most important attribute in a potential mate than individuals in their 60s. EXAMPLE More individuals in their 60s think 'personality' is the most important attribute in a potential mate than individuals in their 20s. Other appropriate conclusions. 3 An appropriate and accurate conclusion has been stated fully with clear links to the novel situation. 2 An appropriate and accurate conclusion has been stated with some 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 inaccurate conclusion has been stated OR the issue is not addressed. 18

21 PY3 SECTION A Q.1 An experiment was carried out to support the hypothesis: 'women have more phobias than men'. The data was collected via a questionnaire using a scale containing a list of the most common phobias. Twenty participants (ten men and ten women) were taken into a laboratory and told to sit down. They were then given the questionnaire. The participants had to read ten statements on the questionnaire, and then rate how fearful they are of the phobic stimulus, e.g. spiders. 0 no fear 1 some fear 2 very fearful The questionnaire scores were added up with a high score indicating a high fear and a low score, a low/no fear. (a) Identify the type of experimental design used. Explain why this was appropriate. Marks AO3 Independent groups design because two separate groups 2 needed: men and women. Either independent groups design or because two separate 1 groups are needed. [2] (b) Identify and explain the way in which one confounding variable may have affected the study Noise. Temperature. Light. Any other relevant variable [2] Marks AO2 2 Confounding variable identified and effect on study explained. An appropriate confounding variable is identified but not 1 explained. (c) Define what is meant by the term 'laboratory experiment'. [2] Controlled environment. Researcher manipulates the IV. Researcher measures the DV, Any other relevant point. Marks AO1 2 Full definition given. 1 Definition is limited in detail. 19

22 (d) This was an experimental method. (i) Explain one advantage of this method [2] Advantages: More control of confounding variables. Good internal validity. Any other relevant point. Marks AO2 2 Clear advantage identified and explained in detail. 1 Advantage only partially explained. (ii) Explain one disadvantage of this method. [2] Disadvantages: Artificial environment. Poor external validity. any other relevant point. Marks AO2 2 Clear disadvantage identified and explained in detail. 1 Disadvantage only partially explained. (e) (i) Identify the independent variable (IV) in the above study. [1] AO2 - Gender (ii) Identify the dependent variable (DV) in the above study. [1] AO2 - fear score. (f) (i) Define the term 'validity'. [2] Marks AO1 Clear and detailed definition, e.g. the findings are genuine and 2 true. The effects are caused by the IV. The study measured what it intended to measure. 1 Basic definition, e.g. it is true/accurate. 20

23 (ii) Explain two factors that may have affected the validity of this study. [4] Confounding variables noise/light. Lack of standardisation (clear instructions). Experimenter effects (hints towards hypothesis) Demand characteristics (participants giving researcher the answer they think they want). Artificial environment Lack of external validity Small sample size Any other relevant factor. Marks AO3 3-4 Two clear factors identified and explained. 1-2 Two factors only identified or only one identified and explained. (g) Describe two ethical issues that may occur within this study. [4] Deception. Lack of informed consent. Protection from harm. Confidentiality Any other relevant issue. Marks AO1 3-4 Two fully described. 1-2 One fully described or two partially described. (h) The experimenter used an opportunity sample for this study. (i) Explain one advantage of this sampling method. [2] Advantages: Easy method to collect participants. Any other relevant advantage. Marks AO2 2 Clear advantage identified and explained in detail. 1 Advantage only partially explained e.g. quick or easy (ii) Explain one disadvantage of this sampling method. [2] Disadvantages: Participants may not be a representative sample of the target population. Any other relevant disadvantage. Marks AO2 2 Clear disadvantage identified and explained in detail. 1 Disadvantage only partially explained e.g. not representative 21

24 SECTION B Q.2 There is much debate in the media about who is the better driver - men or women. A psychologist carried out a study to investigate the difference in the time taken to complete one circuit of a closed race track. The course contained various obstacles which would incur a five second penalty when hit. Twenty men and twenty women, aged between 18 and 25 took part. The results are below. The participants were told that they were testing new tyres developed to make cars go faster. Hypothesis: gender has an effect on driving ability. Number of seconds taken to complete 1 circuit: Measures of Central Tendency Men Women Mean Median Mode (a) Define what is meant by interval level. [2] Measurement scale that has fixed units of measurement; no real zero exists, e.g. IQ. Marks AO1 2 Full explanation. 1 Basic explanation. (b) Identify the type of research method used. Explain why this was appropriate. [2] field experiment quasi experiment 'natural' experiment Marks AO3 2 Experimental method identified and explained. 1 Research method identified with partial or no explanation. (c) Describe one ethical issue that may arise within this study. [2] Deception: participants not told true nature of study. Confidentiality: names and scores may be published. Protection from harm: dangerous activity racing cars. Any other relevant issue. Marks AO1 2 One issue fully described. 1 One issue partially described. 22

25 (d) (i) In this study the independent variable (IV) was gender. What is meant by the term 'IV'? [2] Marks AO1 Clear and detailed description, e.g. IV is the independent 2 variable. This is the variable that is manipulated. 1 Basic description. (ii) In this study the dependent variable (DV) was driving ability. What is meant by the term 'DV'? [2] Marks AO1 Clear and detailed description, e.g. The DV is the dependent 2 variable. This is the variable that is measured. 1 Basic description. (e) A self-selected/voluntary sample was used in this study. (i) Explain one advantage of this sampling method. [2] Advantages: Participants will take study seriously. Any other relevant advantage. Less likely to withdraw. Can accept 'easy' if explained clearly. Marks AO2 2 Clear advantage identified and explained in detail. 1 Advantage only partially explained. (ii) Explain one disadvantage of this sampling method. [2] Disadvantages: Biased sample not representative of the population. If repeated and some results found. Any other relevant disadvantage. Marks AO2 2 Clear disadvantage identified and explained in detail. 1 Disadvantage only partially explained e.g. consistent. (f) (i) Define the term 'reliability'. [2] The consistency of a study/test; if it is repeated and similar results are found, it is said to be reliable. Marks AO1 2 Clear and detailed explanation of reliability. 1 Basic or partial explanation. 23

26 (ii) Explain one factor which may affect the reliability of this study. [2] Marks AO3 Clear and detailed explanation of one problem, e.g. if this test 2 was repeated with the same participants they may not give the same result. (lack of external reliability). 1 Basic information only, e.g. inconsistency of results. (g) This was an independent groups design. (i) Explain one advantage of the chosen experimental design. [2] Advantages: Less demand characteristics. No order effects such as getting tired/bored. Any other relevant advantage. Marks AO2 2 Clear advantage identified and explained in detail. 1 Advantage only partially explained. (ii) Explain one disadvantage of the chosen experimental design. [2] Disadvantages: Individual differences. Any other relevant disadvantage. Marks AO2 2 Clear disadvantage identified and explained in detail. 1 Disadvantage only partially explained. (h) The hypothesis used was non-directional. What does this mean? [2] Predicts that the IV will have an effect on the DV but the direction of the effect is not specified. Marks AO1 2 Clear and detailed explanation. 1 Basic or partial explanation. 24

27 SECTION C Answer one of the following questions. Q.3 Discuss the disadvantages of the use of the scientific method in psychology. [15] Credit could be given for the following: Problems with the nature of experimentation including: Issues of ecological (external) validity. Issues of researcher and participant effects (e.g. bias and demand characteristics) Regarding human behaviour as quantifiable. Any other relevant material. Marks AO3 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. Discussion is reasonably appropriate but less detailed. Material is used in an effective manner. Depth or range of knowledge is 8-11 displayed. Some specialist terms are evident. Discussion is basic; material is used in a relevant manner but is 4-7 limited. Few specialist terms are evident. Discussion is superficial; material is muddled and/or incoherent. 1-3 Specialist terms are either absent or are incorrectly used. 0 No relevant material is presented. 25

28 Q.4 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 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. Discussion is reasonably appropriate but less detailed. Material is used in an effective manner. Depth or range of knowledge is 8-11 displayed. Some specialist terms are evident. Discussion is basic; material is used in a relevant manner but is 4-7 limited. Few specialist terms are evident. Discussion is superficial; material is muddled and/or incoherent. 1-3 Specialist terms are either absent or are incorrectly used. 0 No relevant material is presented. 26

29 Q.5 Discuss ethical issues in the use of non-human animals in research in psychology. [15] Credit could be given for the following: Ethical issues relevant to specific research, e.g. Brady (1958) - pain, suffering and eventual death of monkeys. Non-human animals regarded as having less inherent value, e.g. Singer's proposition of the principle of quality and speciesism. Relevant legislation and guidelines, e.g. Animals (Scientific Procedures) Act (1986), BPS Guidelines; Bateson's cube. Discussion of decreasing number of non-human animals being used in psychological research, e.g. Thomas & Blackman (1991) research. Any other relevant information. Marks AO3 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. Discussion is reasonably appropriate but less detailed. Material is used in an effective manner. Depth or range of knowledge is 8-11 displayed. Some specialist terms are evident. Discussion is basic; material is used in a relevant manner but is 4-7 limited. Few specialist terms are evident. Discussion is superficial; material is muddled and/or incoherent. 1-3 Specialist terms are either absent or are incorrectly used. 0 No relevant material is presented. GCE Psychology - New MS - January /2/10 27

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