AQA Psychology - · PDF file · 2017-06-14Advanced Subsidiary Mark Scheme Mark Scheme Paper 1 ... 05 Describe and evaluate research studies into conformity ... This is normative social

PRACTICE EXAM PAPER

AQA Psychology Advanced Subsidiary Mark Scheme

Mark Scheme Paper 1Introductory Topics in Psychology (Set B)

Section A Social Influence

AQA Psychology – Paper 1 (B)MARK SCHEME

Page 2 Mark Scheme - AQA Psychology - Paper 1 (B)

01 Complete the following statement about obedience. Shade one box only. The agentic state explanation for obedience suggests that: [1 mark]

Marks for this question: AO1=1C The person is obedient as they believe they are acting for an authority figure and have no responsibility

02 Complete the following statement about obedience. Shade one box only. Dispositional explanations for obedience suggest that: [1 mark]

Marks for this question: AO1=1B People are obedient because of the type of personality they have

03 A researcher wanted to see whether people would be more obedient to someone dressed in a uniform than in their own clothes. She asked a confederate to dress either in a security guard uniform or in a suit and tie. He then stopped people in the street and instructed them to pick up litter. The researcher observed whether they obeyed or not.

Table showing obedient responses

Total trials Obedient responses

Confederate in uniform 120 40

Confederate in suit and tie 120 12

03.1 In the uniform condition, in what percentage of trials were the participants obedient? Show your calculations [2 marks]

Marks for this question: AO2=21 mark for the correct answer: 33.3%

1 mark for showing the correct workings: 40 divided by 120 multiplied by 100

03.2 What sampling method has been used in this study. Explain why. [2 marks]

Marks for this question: AO2=21 mark for stating it is an opportunity sample

1 mark for explaining that the participants were stopped in the street as they were available to the researcher


Mark Scheme - AQA Psychology - Paper 1 (B) Page 3

03.3 What conclusions can be drawn from the research findings? [2 marks]

Marks for this question: AO2=2

1 mark for pointing out that the table shows that there were more obedient responses when the confederate was wearing a uniform, either 40 compared to 12 or a difference of 28 between conditions.

1 mark for explaining that this suggests that the uniform demonstrates that the confederate has authority and this is why the participants are more likely to obey.

04 Briefly outline and evaluate locus of control as an explanation of resistance to social influence (4 marks)

Marks for this question: AO1=2 AO3=2

Level Marks Description

2 3-4 Outline of locus of control as an explanation of resistance to social influence is clear and has some detail. Some evaluation relevant to resistance to social influence is clear. The answer is generally coherent with effective use of terminology.

1 1-2 Outline of locus of control as an explanation of resistance to social influence lacks clarity and/or detail and/or link to resistance to social influence. Evaluation is limited. The answer as a whole is not clearly expressed. Terminology is either absent or inappropriately used.

Either outline or evaluation is done well.

0 No relevant content

Outline – possible contentN People with an internal locus of control believe that things that happen to them are largely controlled by themselves,

whereas people with an external LOC believe that things that happen to them are out of their control.N Research has shown that people with a high internal LOC are more able to resist pressure to conform or obey

Credit other relevant points

Evaluation – possible contentN There is evidence to support the link e.g. Holland repeated Milgram’s experiment and found 37% of internals were not

fully obedient, compared to 23% of externalsN Research by Twenge et al has shown that people have become more resistant to obedience from 1960 to 2002

and also more external. If obedience were linked to LOC we would expect people to have become more internal not external

N The explanation may be limited as Rotter suggests that LOC only comes into play in novel situations rather than everyday situations where people may conform or obey.

Credit other relevant evaluation points.



05 Describe and evaluate research studies into conformity [12 marks]

Marks for this question: AO1=6 AO3=6


4 10-12 Knowledge of two or more research studies into conformity is accurate and generally well detailed. Evaluation is mostly effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and/or expansion sometimes lacking

3 7-9 Knowledge of two or more research studies into conformity is evident. Evaluation is apparent and mostly effective. There are occasional inaccuracies. The answer is mostly clear and organised. Specialist terminology is mostly used appropriately. Lacks focus in places.

ORPartial performance (only one study) at level 4 maximum of 8 marks

2 4-6 Knowledge of two or more research studies into conformity is present. Focus is mainly on description. Any evaluation is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions.

OR Partial performance (only one study) at Level 3

1 1-3 Knowledge of two or more research studies into conformity is limited. Evaluation is very limited, poorly focussed or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used

ORPartial performance (only one study) at Level 2


Outline – possible contentN In groups of 7 participants judged line lengths by saying out loud which comparison line matched the standard line. N Each group only contained 1 participant, the others were confederates. The real participant went last but one. N Each participant did 18 trials, on 12 of these (the critical trials) the confederates all gave the same wrong answer.

There was also a control group where the participants judged the line lengths alone.N In the control condition, participants gave the wrong answer 0.7% of the time.In the critical trials, participants

conformed to the majority 37% of the time. 75% conformed at least once. Approximately 1 in 20 (5%) conformed every time.

N Asch claimed that in a group situation there is a tendency to conform to the judgements of others even where this judgement is clearly incorrect. This is normative social influence.

N Additional studies can include Ashe’s variations or research by Zimbardo, Sherif etc.



Credit any other relevant description of the aims, procedures, findings or conclusions of conformity research.

Evaluation – possible contentN Asch/Sherif Lab experiments so strict control of variables and easily replicated to check for consistencyN Poor ecological validity as participants are not in a natural situation and the task is artificial. Whether they were wrong

didn’t really matter, they may have been less likely to conform if their answer had real-life consequences.N Asch/Zimbardo Poor population validity as all male sample – can’t generalise to everyone.N An ethical problem in Ashe’s/Sherif’s research is deception and participants might have been embarrassed when they

found out the true nature of the study. Although Asch said that most of the participants were interested in the study and glad to have taken part.

N Zimboardo’s participants were not protected from harm because some were made to complete degrading choresN Asch’s research may only tell us about conformity levels in America at that period of time, during the McCarthy era

where people were fearful of standing out. Studies in other places and at other times suggest conformity levels vary.

Credit any other relevant evaluation points.



Section B Memory

06 Which two of the following statements apply to retrieval failure. Shade two boxes only. [2 marks]


A The reason people forget information is because there are not enough cuesD The reason people forget information is because although the material is available, it is not accessible

07 Jasmine wanted to contact her doctor. She looked up the number in the telephone directory. Before she dialled the number, she had a short conversation with her friend. Jasmine was about to phone the doctor, but she had forgotten the number.

Use your knowledge of the multistore model and interference (proactive and/or retroactive) to explain why Jasmine would not remember the doctor’s number. [4 marks]



2 3-4 Knowledge of the multi-store model and interference is clear. Explanation of why Jasmine would not remember the doctor’s number is clear. The answer is generally coherent with effective use of terminology

1 1-2 There is limited/partial knowledge and explanation of the multistore model and interference. Knowledge is clear but the explanation is missing or inadequate. The answer lacks accuracy and detail. Use of terminology is either absent or inappropriate.

OR

Only the multi-store model or interference is used to explain Jasmine forgetting the phone number at Level 2

0 0 No relevant content

Possible content:N When Jasmine looks up the number in the telephone directory, by paying attention she passes it from the sensory

register to STMN The STM is limited capacity and limited duration so Jasmine would need to repeat/rehearse the number to either

retain it in STM or transfer it to LTMN Because she has a short conversation with her friend, this means she is unable to rehearse the number to pass it

to LTM and the new material from the conversation displaces the number in STM meaning it is forgotten



N Jasmine could have forgotten the number due to retroactive interference, where the newer memory or her conversation with her friend has interfered with the older one which was the doctor’s phone number.

08 A researcher wanted to investigate eye-witness testimony. Participants were shown a film of a car accident and then given a questionnaire. Within the questionnaire, half the participants were asked whether they had seen the broken glass and the other half whether they had seen any broken glass. The number of people who said yes was calculated and compared.

08.1 Explain what is meant by the term ‘eye-witness testimony’ [2 marks]


2 marks for a clear explanation of EWT. For example, EWT refers to an account given by people of an event they have witnessed. For example the witness may be required to give a description of a robbery or a road accident they seen.

1 mark for a weak, muddled or very limited outline.

08.2 Which participants would you expect to give the highest number of yes responses and briefly explain why? [2 marks]


1 mark for stating the participants who were asked whether they had seen the broken glass

1 mark for explaining that this is a leading question which because of the way it was phrased suggests that there was broken glass.

08.3 Explain one limitation of using a film of a car crash in this study [2 marks]


2 marks for a clear, coherent limitation

1 mark for a weak or muddled limitation

Possible limitationsN The clip would lack the stress of a real car accident and there is some evidence that emotions can influence memoryN The participants are being asked to watch the film clip so will be paying more attention than they would be if they

happened to witness a car crash in real life



09 Discuss the cognitive interview as a method of improving the accuracy of Eye-witness testimony [12 marks] Marks for this question: AO1=6 AO3=6


4 10-12 Knowledge of the Cognitive Interview as a method of improving the accuracy of EWT is accurate and generally well detailed. Discussion is mostly effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and/or expansion sometimes lacking

3 7-9 Knowledge of the Cognitive Interview as a method of improving the accuracy of EWT is evident. Discussion is apparent and mostly effective. There are occasional inaccuracies. The answer is mostly clear and organised. Specialist terminology is mostly used appropriately. Lacks focus in places.

2 4-6 Knowledge of the Cognitive Interview as a method of improving the accuracy of EWT is present. Focus is mainly on description. Any discussion is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions.

1 1-3 Knowledge of the Cognitive Interview as a method of improving the accuracy of EWT is limited. Discussion is very limited, poorly focussed or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology is either absent or inappropriately used


Outline – possible contentN Geiselman et al (1985) developed the cognitive interview technique as a more effective tool for police investigators

because research had shown that standard police interviewing techniques were not allowing witnesses to give clear and detailed accounts. This involves four cognitive techniques:

N Mentally reinstating the context in which the event occurred. The witness is asked to try to return to both the environmental (place, weather) and the emotional context (e.g. feelings) of the scene of the crime.

N Recalling the information from a variety of perspectives.N Recalling events in a different order to try to prevent schema effects. The interviewer would say things like ‘What

happened before the man entered the bank?’N Reporting everything, including small details even if they seem to have little relevance. This can encourage recall of

things that are schema inconsistent.N Fisher et al (1987) looked at current police practice, by analysing taped interviews, and developed another version

of the technique called the enhanced cognitive interview, which includes additional features such as minimising distractions, actively listening to the witness, asking open-ended questions, pausing after every response and encouraging the use of imagery.

Discussion – possible contentN Evidence to support the use of the Cognitive Interview e.g. Geiselman (1988) tested the effectiveness of the CI and

found that when the CI was used, people recalled 41 items correctly, compared to 29 using a standard interview. There was little difference in the number of incorrect or confabulated items. This suggests that the CI does improve the accuracy of EWT.



N Further support for the CI comes from a study by Fisher et al (1989) involving 16 experienced police officers who conducted two interviews on 47 witnesses or victims of shoplifting or mugging. Between the two interviews 7 of the officers were trained in using the CI, the rest were the control group. It was found that the officers using the CI for the 2nd interview obtained 47% more additional facts, there was no gain in information for the control group. Again, these findings suggest the CI is a useful technique for improving EWT, in more realistic field settings as well as in the laboratory.

N However, some research has suggested problems with CIs. In one study by Memon et al (1994) the results showed no benefits of cognitive interviewing over standard interviewing in terms of number of correct or incorrect answers provided by witnesses. This lack of effect may have been either because the training in the use of the CI was not very good or because the officers were reluctant to fully implement it.

N There have also been concerns from police officers that the ‘change in perspective’ part of the interview may lead witnesses to speculate on what they have witnessed and due to worries like this, this part of the CI is less frequently used in practice.

N Some studies, e.g. Kohnken et al (1999) have found that although the CI increases the amount of correct information remembered (81%) it also increases the amount of incorrect information recalled (61%)

Credit other relevant material.



Section C Attachment

10 Identify which two of these statements about the learning theory of attachment are correct. Shade two boxes only. [2 marks]

A The learning theory of attachment suggests that the child forms an attachment to the mother as they associate her with food

C The learning theory of attachment suggests that the child forms an attachment to the mother because she provides reinforcement

11 One situation which might have an effect on attachment is when the mother of a young child is admitted to hospital. A researcher decided to study the behaviour of Sam, a two-year-old boy who experienced this. She decided to use naturalistic observation of Sam both before his mother was admitted into hospital and after she returned home. This was an overt observation and each period of observation lasted for four hours.

11.1 Suggest two suitable behavioural categories the researcher could use to record the Sam’s behaviour. [2 marks]

Marks available: AO2=2

1 mark for any two of the following:N Proximity seekingN Exploration of the environment/use of mother as safe baseN Separation anxiety if mother left roomN Stranger anxiety if researcher approached SamN Joy on reunion

Credit other relevant behavioural categories

11.2 How might the researcher use time sampling to record Sam’s behaviour during the four-hour observation period? [2 marks]


2 marks for a clear coherent and reasonably detailed suggestion. For example, she could divide the observation period into 30 minute slots and observe and record Sam’s behaviour for 5 minutes in every 30 minutes.

1 mark for a weak, muddled or limited suggestion or one that does not link to the stem material.



11.3 Based on her observations, the researcher decides that following the period of hospitalisation, Sam showed signs of having an insecure resistant attachment. Identify two types of behaviour she might have seen that have led to this classification. [2 marks]


1 mark for each of the following:N Clinging to the motherN Unable to explore the environmentN Extreme upset when mother leaves the roomN Very upset when stranger approachesN Resisting comfort when mother came back into room

Credit other relevant behaviours

11.4 Explain one limitation of using an overt observation in this study [2 marks] Marks for this question: AO3=2

2 marks for a clearly explained, coherent limitation that links to the stem material. For example: A limitation is that because the Sam’s mother knows she is being watched this can increase the risk of her showing participant reactivity, meaning that her behaviour towards Sam will not be natural, which may then affect his behaviour.

1 mark for a weak or muddled limitation and/or one that does not link to the stem material. For example: A limitation is that the behaviour will not be natural as the participants know they are being watched.

11.5 Explain one strength of using a naturalistic observation in this study [2 marks]

Marks for this question: AO3=2 2 marks for a clearly explained, coherent strength that links to the stem material. For example: A strength of using a naturalistic observation is that it will have greater ecological validity because Sam and his mother’s behaviour is being observed in the environment where it would normally occur.

1 mark for a weak or muddled limitation and/or one that does not link to the stem material. For example: A strength is that it has high ecological validity.



12 Identify and outline two of the stages of attachment identified by Schaffer [4 marks]



1 3-4 Two stages are clearly identified and outlined. Minor detail of outline is sometimes lacking or there is slight inaccuracy. The answer as a whole is clear with use of specialist terminology.

2 1-2 Two stages are identified. The outline lacks detail/accuracy. The answer as a whole lacks clarity. Specialist terminology is either absent or inappropriately used

OR one stage at Level 2


Possible content:N A social stage (first few weeks). Baby is recognising and forming bonds to its caregivers but the behaviour towards

non-human objects and humans is quite similar.N Indiscriminate attachment stage (2-7 months.) Babies show a preference for people more than objects and recognise

and prefer familiar adults.N Specific attachment stage (from around 7 months). Babies start to show stranger anxiety and separation anxiety

when separated from one particular adult, known as the primary attachment figure. N Multiple attachment stage. Shortly after babies show attachment behaviour to one specific carer, they usually extend

this behaviour to make multiple attachments to other adults with whom they spend time.

Credit other relevant material.

13. Outline and evaluate research into cultural variation in attachment [8 marks]


4 7-8 Knowledge of research into cultural variation in attachment is accurate and generally detailed. Evaluation is effective. The answer is clear and coherent. Specialist terminology is used effectively. Minor detail and/or expansion of argument sometimes lacking

3 5-6 Knowledge of research into cultural variation in attachment is evident There is some effective evaluation. The answer is mostly clear and organised and specialist terminology is mostly used effectively.

2 3-4 Knowledge of research into cultural variation in attachment is present, although somewhat limited. Focus is mainly on description. Any evaluation is of limited effectiveness. The answer lacks clarity, accuracy and organisation in places. Specialist terminology used inappropriately on occasions.

1 1-2 Knowledge of research into cultural variation in attachment is limited. Evaluation is limited, poorly focussed or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used.




Possible content:N Van Ijzendoorn and Kroonenberg (1988) looked at how attachment varies across cultures. In order to do this they

conducted a meta-analysis which compared the findings of 32 studies that used the ‘Strange Situation’ to assess attachment across 8 different countries.

N 18 of the studies were conducted in the USA and the other countries included Germany, Britain, Holland, Sweden, Israel, Japan and China. In all the studies the infants were assessed through observation of their behaviour during eight short episodes.

N Assessment was based on the child’s reaction to the mother, the stranger (stranger anxiety), separation from the caregiver (separation anxiety) and to being reunited with the caregiver.

N In all countries secure attachment was the most common (65%), although there were significant differences between countries.

N For example, Japanese children showed a relatively high proportion of insecure-resistant attachments (27% compared to 15% which was the overall average for the study) and German children showed a relatively high proportion of insecure-avoidant attachments (35% compared to 20% which was the overall average for the study).

N The researchers also found that the variation within cultures was nearly one and a half times greater than the cross-cultural variation.

Credit any other relevant description of research into cultural variation in attachment.

Possible evaluation points: N A strength of this research is it shows how attachment patterns differ across cultures and it has been suggested that

this is due to different expectations of children and different child-rearing techniques. For example, German mothers encourage independence and Japanese mothers never leave their children alone.

N However, it is important to recognise that variation in attachments was one and a half times greater within cultures than between cultures, suggesting that even within the same culture people have different expectations and child-rearing methods.

N The choice of the strange situation as a measuring technique has been questioned because as well as being unethical due to causing stress, it may also lack validity. This is because the classifications are based on anxiety on separation, but children in different cultures have different experiences of separation. For example, children used to being in daycare, or encouraged to be independent may end up being classified as insecure avoidant when really they are securely attached, but showing it in a different way.

N Japanese children are rarely separated from the mother so the separation episodes are the most upsetting for these children and this may lead to the greater frequency of insecure resistant attachments in that culture.

N Another problem with the strange situation is that it assumes that the behaviour of all children means the same thing and this may not be true. The method was developed in the USA, based on observations of American mothers and children, so therefore reflects the values and customs of that culture with regard to attachment and child-rearing practices. It is an example of an imposed etic.

N The sample used may not have been truly representative as the majority of the studies (27) took place in individualistic cultures (e.g. USA and UK) where there is an emphasis on individual achievement and only 5 studies took place in collectivist cultures (e.g. Japan, China and Israel) where the emphasis is on the needs and goals of the group.

Credit any other relevant evaluation points



Assessment Objective grid

AO1 AO2 AO3 Total

Social Influence

01 1 1

02 1 1

03.1 2RM/Maths 2

03.2 2RM 2

03.3 2RM/Maths 2

04 2 2 4

05 6 6 12

Total 10 6 8 24

Memory

06 2 2

07 4 4

08.1 2 2

08.2 2RM 2

08.3 2RM 2

09 6 6 12

Total 10 6 8 24

Attachment

10 2 2

11.1 2RM/Maths 2

11.2 2RM/Maths 2

11.3 2 2

11.4 2RM 2

11.5 2RM 2

12 4 4

13 4 4 8

Total 10 6 8 24

Research methods = 18 marksMaths = 8 marks



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AQA Psychology Advanced Subsidiary Mark Scheme

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AQA Psychology - · PDF file · 2017-06-14Advanced Subsidiary Mark Scheme Mark Scheme Paper 1 ... 05 Describe and evaluate research studies into conformity ... This is normative social