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Mark Schem e Resul t sSum m er 2009

GCE

GCE Psychology (6PS01/ 01)

Edexcel Limited. Registered in England and Wales No. 4496750Registered Office: One90 High Holborn, London WC1V 7BH


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6PS01_010906

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General Guidance on Marking

Al l candidates must receive the same t reatm ent.

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

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

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

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

When exami ners are in doubt regarding the applicat ion of t he mark scheme t o a candidat e s response,t he Team Leader m ust be consult ed.

Using the mark scheme

The m ark scheme gives: an idea of t he t ypes of response expect ed

how individual marks are to be awarded

t he tot a l mark for each quest ion

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

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

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

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

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

Qualit y of Wri t ten Communicat ion

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

show cl ari t y of expression construct and present coherent arguments

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

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

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


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Unit 1: Social and Cognit ive Psychology

Section A

QuestionNumber

Question

1 e fol low ing is an example of social compari son?Which of t h Answer Mark

A. Khuram w ears t h t he local cr icket t eam he suppor t s

B. Rosie is a basket hanher fr iends.

C. Max tells his fr i orethan his team.

D. Shakira adopts th

(1 AOe shirt of

bal l supporter and goes to more away games t

end that all the other football teams cheat m

e ident i t y of her rugby team

1)

QuestionNumber

Question

2 In Hof l ing s st udy on ursesobeyed t he doct or s in

obedience it w as found t hat ___ out of 22 nstructions.

Answer Mark

B. 20

C. 21

D. 22

(1 AO1)A. 18

QuestionNumber

Question

3 Godden and Baddeleys study on context dependent memory found that:Answer Mark

A. Words were re ere bet ter when recal led in the sameenvironment

s were remembered bet ter when recal led in a d i f ferent

C. There w as no di f r egardless ofenvironment

D. Words were rem econdi t ions

(1 AO3)memb d

B. Wordenvironment

ference in words remembered

mbered bet t er underw ater t han on land in a l l

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QuestionNumber

Question

4 Your t eacher is dem ry and asks you anumber of quest ions. W resul tin t he lowest level of recal l?

onstrating Levels of Processing theohich two of t he fo l low ing quest ions would

Answer Mark

A. Does it rhym e wit h 'lot '?

t got 6 lette

i t an i t em of c loth ing?

D. Is it in small l ett ersE. Is i t a type of f ru i t ?

(2 AO3)

B. Has iC. Is

rs in it ?

?

QuestionNumber

Question

5 The measurement t e i t as below i t i s know nas t he

hat has as many scores abov

Answer Mark

A. Mean

B. Mode

C. Median

e

(1 AO3)

D. RangQuestionNumber

Question

6 Pract ice and ________ ct s.__ ef f ect s are examples o f or der ef f e Answer Mark

A. Demand

B. Fatigue

C. Experimenter

D. Interv iewer

(1 AO

3)

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QuestionNumber

Question

7 St ructured i nterv iew s invol veAnswer Mark

A. Fixed, predetermined quest ions

B. No f ixed quest ions or w ays of answer ing

C. Open-ended questions with phrasing and t iming left up to thein terv iewer

D. The interv iewer s next quest ion depending upon the int erv iewee slast answer

(1 AO3)

QuestionNumber

Question

8 of t he volunt eer sampl ing method isA w eaknessAnswer Mark

A. Biased as every f on is chosen

B. Can be very t i me coC. Can be unrepresent ati ve t hroughD. Biased as part icipa d perform

better

(1 AOi f t h pers

nsum ing and exp ensive

choosing only f r iends and fami ly

nts tend to be more motivated an

3)

QuestionNumber

Question

9 conducti ng sychology pract ical and you have wr it t ent hesis. Your t eacher asks you t o def ine your variables so t hey can

You area hypobe p recisely measured.

your f i rst p

What is thi s proce ss know n as?

Answer Mark

A. Exper imenter ef fects

B. Randomisation

C. Operat ionalisat iD. Order ef f ects

(1 AO3

on

)

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QuestionNumber

Question

10 In ______ _______ des d in bot hcondit ions.

igns t he same part icipant s are use

Answer Mark

A. cross-sect ional

B. Independent groups

C. Matched pair s

D. Repeated measures

(1 AO3)

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Section B.

QuestionNumber

General Inst ruct ions

11 ati ve, not compr ehensive and other point s should be

edit ed. In each capoint unless ot herw ise lyand ef f ect ively comm u

Marking point s are indic

cr se ot her w ords t o t hat ef f ect . Each bul l et point i s a m arkingstated, and each point made by the candidate must be clearnicated. I f more t han one answer g iven accept t he f i r st one

QuestionNumber

Question

11 A field experiment was carried out to see if environmental cues can aidst udent ice am learned a l i st of 20 unrelat ed w ords in

ink. Hal f t he group were t hen taken to a l ibrary (contro l group)other hal f (exper imental group) st ayed in t he ice r ink. Both

oups t hen had to

The results are shown

e

recal l . Aan ice rwh i lst the

hockey te

gr recal l as m any of t he 20 w ords as possible.

in the table below:

Control group(Library)

Experimental group (Icrink)

Mean Number ofWords Recalled(out of 20)

10 16

(a) Which design is bein g used in t his st udy?Answer Mark

Rej ect methods or dif fer pants .If m ore t h given accept t he f i r e.

Independent measures

Unrelated de ign

Independent groups Independent

Betw een groups design

Unrelat ed [s

(1 AO3)ent part ici

an one answ er st on

s

[single w ord only]

ingle word only]

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QuestionNumber

Question

(b) Explain w hy t his design is appropriat e for t his st udy.Answer Mark2 marks for a complete answer, 1 mark for a part ial answer.

If mor e than one advant age given mark al l and credit t he best .

There is no prac t ice / fa t igue ef f ect / eq ; 1 markAs t he part ic ipant s e i ther w ent t o the l ibrary or t he ice r ink/ eq; 1mark

r ef f ec ts/ eq ; 1 markeffects as different part icipants are used in each

ndi t i on/ eq; 2 maNeed t w o groups t o t he resul t s/ e q; 1 markA compar ison group had

an ef f ect on recal l / eq ;Look for other reason ing this answer

(2 AO3)

No ordeNo orderco rks

compareis requir ed t o see if t he change in environm ent

2 marks

able ways of expressQuestionNumber

Question

(c) Which measure of c ?entr al t endency is being used in t he t able above Answer Mark

I f more than one an e r gi ven accept t he f i r st one

Mean

(1 AO3)sw

QuestionNumber

Question

(d) Would t his st udy have high or low val idit y? Explain your answer .Answer Mark2 marks f or a comp leexample w ould serv det o the actual st udy.

l id i t y as i t a tura l set t ing for t he hockey t eam ( ice

q; 1 markudents in t he l ibrary were in t heir natural set t ing as wel l as

ose in t he ice r inkLow val idi t y as learni cial t ask which is notcarr ied out in everyday l i fe / eq; 1 markLow (const ruct ) val maynot be t est ing how me al l y w orks/ eq; 1 mark

Look for oth able ways of expressing this answer

(2 AO3)le t e answer, 1 mark f or a part ia l answer. A sui t abe as elaboration. MAX 1 mark i f no reference ma

High va

r i nk )/ eEven t he st

was in a n

t h w hich w ould be high val idi t y/ eq; 1 markng a wordl is t is an ar t i f i

idity as a task such as learning a l ist of wordsmory norm

er reason

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QuestionNumber

Question

(e) The researchers woul d guidel ines. Wit h ref erencet o t his st udy, expl a hical guidel ines t hey w oul d have t o

consider.

have fo l l owed et h icalin two et

Answer Mark1 mark for each guideliNB: 1 mark for ID, econd mark i n each case must relate the studyto the ethical guideThere are many guidelines that could be chosen. If more than two aregiven mark al l and credRight to wi thdraw; ID mThe ice hockey t ea out

f rom the memory exper iment at any t ime and wi thdraw the data theyhad recal led/ eq;

Debrief ing; ID markThe ice hockey team should be told al l about the purpose of theexper iment on cue dependent memory so they know what they havepar t ic ipated in / eq ;

Informed consent; ID markThe ice hockey team/ st udent t eam must g ive t heir permission to t akepar t in the memory exper iment a f te r they are to ld what isinvo lved/ eq;

Conf ident ia l i ty ; ID markThe result s and personal detai l s of t he ice hockey team/ group shouldnot in any way be made publ ic t o anyone wi t hout t heir permission/ eq;

Look for other reasonable ethical guidelines and other ways ofexpressing this answer

(4 AO3)ne (ID mark) + 1 for each explanati on

sline t o gain credit

i t the best .

ark m/ players had t o know t hat t hey could pul l

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QuestionNumber

Question

(f ) Out l i ne one weakness of f ield experi ment s ingeneral.

Answer Mark2 marks for a complete answer, 1 mark for a

part ial answer.If more than one weakness mark al l and

E.gack of f u l l contro l over var iables/ eq;1 mark

Di fvar iables / eq; 2

marks

Co

credi t t he best

.L

f icu l t to repl icate due to lack of fu l lcontro l over extraneous

E.g.

u ld be lack of in form ed consent/ eq; 1mark

formed consent is d i f f icu l t to obta in ast ic ipants they are being

E.gay be more expensive and t ime

Th

ed to the sk i l lsrequired for a lab exper iment/ eq; 2

Lo

Ininforming the parstudied would d isrupt naturalbehaviour/ eq; 2 marks

.M

consuming/ eq; 1 mark

e researcher may require addit ional ski l lsin arranging and sett ing up a f ieldexper iment compar

marks

ok for other reasonable ways ofexpressing this answer

(2AO3)

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QuestionNumber

Question

12 (a) t e the table below. For the fo l lowi ng st atement s wr i t e either or discr iminat ion in t he appropr iate box.

Complepre jud iceAnswer Mark

o credi t f or more tNo marks for 0 or 1 cor1 mark f or 2 or 3 co2 marks i f a l l four cAccept P or D or or any ot her shor t appropr iat eabbreviat ion]

Statement Prej udice orDiscrimination

N han one answ er given in any one box.rec t .

r rec t .o r rec t .

Prej and Disc [

A doorman ref usest eenagers into a nmales are not w ea

entry t o a group ofht club because t he

Discriminationigr ing t ies.

Nick believes al l wrubbish and should not he road.

omen dr ivers aret be a l lowed on

Prejudice

Edit h applies for a j ob but does not geti t because t he manperson.

Discriminationager wants a younger

Bet h is rej ect ed fr om Claire s socialnetw ork ing si t e bemusic.

Discriminationcause of her t ast e in

(2 AO1)

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QuestionNumber

General Inst ruct ions

12(b) - 15 Marking points are indicati ve, not compr ehensive and other point s should becredi ted. In each case other w ords t o t hat ef f ect . Each bul let point is a marking

point unless ot herw ise st ated, and each point m ade by the candidate m ust be clearlyand ef fect ively communicated. 1 m ark per marking point or e laborat ion unlessotherw ise stated.

QuestionNumber

Question

(b) e Social Iden y as an explanat ion of prej udice.Descr ib t i t y Theor Answer Mark

each point and/ or elaborati on. Exampl es should be credit edy help i l lustrat

If al l 3 processes belo Max 1 l i stmark.The f ul l r ange of m i t houtany reference to these

Prej udice ca cy t o ident i f y oursel vesas part of a people as eit her wi t hinor outside t h

Conf l ic t maym n a group and being aw are ce ofanot her group is suf f ic ient for pre j udic

So ori se er s asm groups/ eq

So t the ident i t y o f the group weha es as belonging t o/ eq;

So t he f inal st ag aveca group and ident i f ied w i t h t hatgr ot hers/ eq;

W ers t o t ry n sel f es

E. s dr iving abi l i t y t o maket hemselves feel bet t er / eq;

Look for ts.

(4 AO1)1 mark fori f t he e a point and are f ul ly explained max 1 mark.

w are named but not e laborated then

arks can be accessed for description of SIT w3 terms.

n be explained by our t endengroup, and t o classif y othera t g roup/ eq;

not even be necessary for prej udice t o occur,erely being i of t he exist en

e to develop / eq;

cial cat egorisat ion we categember s of part icular social

cial i denti f icat ion we adopve categorised ourselv

ourselves and oth;

cial comparison this istegorised ourselves as part of aoup, we compare t hat group wi t h

e, once we h

e del iberat e ly put down otht e em/ e q;

g. Males will dismiss women

and raise our ow

other reasonable marking poin

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) Young people are gett ing a bad press coverage f or hanging aroundt owns in groups and wearing hoodies .Using Social Identi t y Theory explain why t eenagers mi ght be gett ingnegat ive m edia coverage.

(c

Answer MarkIf no refer ence to concept s fr om SIT then max 1 mark. The t eenagerscan be discussed as being part of t he in group or t he out group.

Teenagers tend to classify them selves as part of a group andclassif y others as eit her in or out side t hat group/ eq;

The bad press is coming fr om ot hers/ t he out group who cannotident i f y wi t h t he teenagers/ eq ;

Teenagers are t herefore put down in order for t he sel f est eem oft he ot her groups t o be maint a ined/ eq;

This mi ght be self ful f i l l ing so t eenagers t ake on board t he label

and act accordingly/ eq;r other reas ts.

(3 AO2)

Look fo onable marking poinQuestionNumber

Question

13(a) wil l have st udied tpsychology.

Hofl i ng et al (1966)Sherif (1961/ 1988)Taj f e l et a l (1970/ 1971)

and Haslam 6)

hosen stu dy.

You wo of t he fol low ing st udies in det ai l fr om social

Reicher

St ate t he aim of your c

(2003/ 200

Answer Mark

E.g. Hofl ing et al (1

To see whet herf igures/ eq;

To see i f nur s oct ors w ho w ere aut hor i t y f igureseven i f i t me

To discover w

which wouldregulati ons &

(2 AO1966)

nurses would obey doctors / author i ty

would obey dseant breaking hospit al regulat ions/ eq; 2 marks

hether nurses would comply wi t h an inst ruct ion

involve them having to infr inge both hospitalmedical eth ics/ eq; 2 marks

)

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E. g. Sher if ( 6

To see if

To see i f r on a com mon goal w ould reduce t he

prej u c To test t

si t uat ion cewi l l ar ise

To see i f r e seta (super n t oachieve/

E.g. Taj f e l et a

To se i f eq; To see i f ei r

own in g To see i f l y displayed prej udice t ow ards

t hose andagainst t d i f f erent group/ eq; 2mark

Whether being categorised as belonging to one of t wo groups wassuf f ic ien t t o 2marks

E. g. Reicher and Haslam ( 2003/ 2006)

To see how social rol es aff ect a person s behaviour in anar t i f i c ia l se t t ing/ eq ;

To see if being in an inst i t ut ion changes t he behaviour ofgroups/ eq;

To see how people def ine t hemselves in t erm s of t heir ascribedgroup mem berships and act in t erms of group ident i t ies/ eq; 2marks

To creat e an inst i t ut ion that resembl ed a prison t o invest igatet he behaviour of groups t hat w ere unequal in t erms of pow er,st atus, and resources/ eq; 2 marks

Look for a

19 1/ 1988)

in and out groups woul d cause prej udice/ eq;

working togethe

di e/ eq;he idea that i f you create an in-group/ out-groupand t hen creat ing conf l ic t bet ween them, pr ej udi

/ eq; 2 marks

pre j udice would be reduced i f t he tw o groups weordinate) goal t hat needed their co-operat ioeq ; 2 marks

l (1970/ 1971)

e in groups and out groups woul d cause prej udice/

members of the groups only al located points to th

roup / eq;part icipant s consist ent

ident if ied as being in the same group as t hemselves,hose as being identified as in a

s

induce prejudice against t he other group/ eq;

ny other reasonable marking points

QuestionNumber

Question

13 (b) Evaluat e your t udy.chosen s Answer Mark

The evaluation 3 (a)wh ich must be oTE: I f is blank and (b) correct ly gives an evaluation of one of t hestudies in

If (b) eva hatgiven ( s.

(4 AO2)must come from the same study out l ined in 1ne f rom t he l ist .

(a)t he l ist t hen (b) can gain up t o 4 marks.

luates one of t he l ist ed st udies but a d i f f erent one f rom tin a) t hen i f t he evaluat ion is appropr iate ,m aximum 2 mark

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The answ ci f ied st udies or zeromarksOne p at ed.

Giving marks par t icular l yimport ant so that t he fu l l range of marks is avai lable.

E.g. Hofling (1966)

The breaking ave been t hrough f at igue andnot obedienc

Result s may rses in t he1960 s/ eq; 1

The nurses self est eem may have been dam aged by t heexper iment/

It w as hi st udied int hei r nor int hei r w a q; 1mark

The dHof l i hand end

The nurses consent t o t ake part in t heexper iment . w ere par t of a st udy w hichbreaks one of t he BPS g exper iment ersmust i ing t hem inpsycholo

Hof l i u r iment ersw oul o s. This in t urn

impl i t ve beendue t o t / eq;2 marks

E. g. Sher if ( 6

Research asable t o int ro ion int o t he st udy/ eq;1 mark

The p t uldnot g

er must evaluate one of the four spe.

oint per evaluation or for elaboration unless otherwise indic

for e laborat ion where appropr iate is

of r egulations may he / e q; 1 mark

only be general isable t o American numark

eq; 1 mark

gh in ecological val idit y as nurses wer e beingmal environment (1 mark) doing their usual w orkrd in a hospi t a l which they are fami l iar wi t h / e

(elaboration)

st u y has impl i cat ions for nurses t ra in ing and hospi t a l pol icy.ng as shown how nurses could breach hospi t a l regulat ionsanger t he l ives of pat ient s/ eq; 2 marks

d id not g ive informedThey were unaware t hey

uidelines which st atesga n t heir part i c ipant s permission before us

gical invest igations/ eq; 2 marks

ng sed a f i e ld expe r imen t w h ich mean t t he exped n t have had fu l l cont ro l o f a l l the var iab le

es he nurses level o f obed ience may not j ust hahe phone cal l f rom t he doctor but other f actors t oo

19 1/ 1988)

er st i l l had some cont rol over t he variables Sherif wduce t he e lement of compet i t

ar ic ipants were unaware they were tak ing part so coive the i r consent / r igh t t o wi thdraw/ eq; 1 mark

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It i s n n is notcarefu l ly

The st ud a summercam p w h nat ur al envi ronm ent and invol ves act i vi t i es

comm n

The st ud al l 12 years old,and whi t e m dle-c lass American boys, so general isat ion to t heAmerican po 2 marks

Ther s sw ere un so l ess l i kel y t o actu p / e q;

E.g. Tajfel (197

The se er

set t i sprecisio

If l l va cessf ul l y t hen cause and ef f ectc

Laborat ory are repl i cable as t he researcher hascontro l over var iables/ eq; 1 mark

The exper im ent suf f ers f rom low ecological val id i ty as i t i s

ar t i f ic ia l and di f f erent f rom real l i f e si t uat ions. Having toal locat e points l ike t h is is rare ly done in everyday l i f e / eq; 2marks

Demand cha t heexper iment . heyperceive as bei ondt o some spedi f ferences

E. g. Reicher and Ha

The sample is b t begeneral ised f ur

The sampletend t o be mor rk

They w ere r dgiving each par ing ei t her making i tf a i r / eq; 1 mark

No major in t e rvconcerns af t er d t heconduct of t he st udy as exemplary / eq; 1 mark

Fai lure of t he guards t o exert t heir author i t y (or t he pr isoners t o

vul erable to extraneous var iables as t he si t uat iocont ro l led / eq ; 1 mark

y is high in ecological validity as it is based onich i s a

o ly car r ied out in these camps/ eq; 2 marks

y is et hnocentr i c as part icipant s wer eidpulat ion as a whole is not possible/ eq;

e i less possibi l i t y of demand character ist ics as t he boyaware they are taking part and are1 mark

0)

re archer has more cont ro l over var iab les than in o thng or w i t h other r esearch methods so h igh levels of

n can be achieved/ eq; 1 mark

r iables are control led sucaan be est ablished/ eq; 1 mark

exper iments

racter ist ics may have threatened t he val id i t y ofThe boys may t ry t o behave in some w ay that t

ng helpf ul t o the researcher. They may respcif ic cues made by t he researcher such asin tone o f vo ice / eq ; 2 marks

slam (2006)

iased as it consisted of al l m ales and so cant h er / e q; 1 mark

is volunt eer so may be biased in t hat part icipant se mot ivated to per fo rm/ eq; 1 ma

andomly assigned to t he role of prisoner or guart icipant an equal chance of be

entions were necessary to address ethicalt he st udy, t he eth ical comm it t ee descr ibe

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accept i t ) , ref lects the fact t hat t he st udy context was simplyt oo ar t i f ic ia l f or part ic ipants t o become engaged in/ eq; 1 mark

Part ic ipants may fake i t for t he camera as t hey know t hey arebein i l

Par t icipa ingt hem cludingphysical st antsurvei l la r isk/ eq; 2 marks

Beca t hest udy t h rchers t o see anypart ic ipant at any t im e or to demand that any part ic ipant beremo d

Look for other

g f m ed/ eq; 1 mark

nt s signed a comprehensive consent for m inf ormt hat t hey may be subj ect t o a series of f actor s in

and psychological discomfort, confinement, connce and str ess w hich m ay invol ve

use t wo independent cl inical psychologist s monit oredroughout , t his enabled t he resea

v e f r om t h e st u dy / e q; 2 marks

reasonable mark ing points

QuestionNumber

Question

14 (a) Ident i fy one mo del or theory of mem ory.Answer MarkIf more t han on redi t t he f i rst givenanswer. 1 mark for ident i f icat ion. Credi t for e i ther name or forresearcher /The t heory/ m neralinform at ion abo

e.g. Mul e.g. Rec

e. g. Levels of Processing / Craik and Lockhart (1972)

e.g. r

e.g. SpreLook for any otReject cue dep

(1 AO1)e theory or model mark a l l and c

theor is t .odel must be ident i f iable and not just geut m emory.

t i St ore model / Atkinson and Shif fr in (1968)onst ruct ive memory / Bart l et t (1932)

Wo king memory / Baddeley and Hi t ch (1974)

ading act ivati on / Coll i ns and Loft us (1975)

her suitable model.endent.

Question

Number

Question

14 (b) Descr ibe t he o ).m de l or theory o f memory tha t you ident i f ied in 14 (a Answer Mark

TE: I f (a) is blank and (b) correctly describes an appropm emory e bIf (a) is inc e iat elydescribes a mo aximum 2marks can be for an example t hat enhancesunderstandi

e.g. Mult i Store

NOTE Max

(4 AO1)r ia te model of

t h n ( ) can gai n u p t o 4 mar ks.or r c t (e .g . a mode l o f fo rge t t ing) and (b) appropr

del of memory that is ident i f iable then mgiven. Max 1 mar k

ng.

mod l / Atk inson and Sh i f f r in (1968)e

1 mark f or accurat e and f ully labelled diagram

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Inf ormat ) undert he cont on, rehearsal ,e t c. ) / e q;

The t basisof t hree / eq;

We recesenses, w sensoryregiste r / eq ;

Codi a .Rehearsainf ormat sf er r ing i t t oLTM/ eq;

Mater ial in t he sensory regist er t hat i s att ended t o is coded inSTM, and inf at i s suf f icient l y rehearsed iscoded in L

e.g. Reconst ruc

Mem o f pastevent i r ievein format i

Memory hen werecal l i t /

Our att i tudes and responses to events change our memory forthose

We use s at ionand inco

Ret r ieva process ofrecon ru

e.g. Levels of PrIf al l t hree proc ist mark only .

Memory is a inform at ion t hedeeper we process i t t he easier mbered/ eq;

Deep roproduce

The deepest evel is semant ic pr ocessing, and the shal lowest isst ruc r

Inf ormat t l ooks(st ruct ur ery durable/ eq;

Sema i s in deeperproc imemory

e.g. WorkinNOTE Max 1 m

Working memory is an active st ore t o hold and manipulat e

ion moves through three systems (SSM STM LTMrol of various cognit i ve processes (att ent i

d is inct ions among t he three st ructures is made on thecharacterist ics; capacity, duration and encoding

ive informat i on f rom t he environment t hrough ourhich is automat i cal ly st ored br ief ly in a

ng nd rehearsal determ ine t he fat e of th is in format ionl i s seen as a key process as it not only k eepsion in STM, but is also responsible for tran

orm ati on in STM t hTM/ eq;

t ive memory / Bar t le t t (1932)

ry is more of an imaginat ive reconst r uct ion os nfl uenced by how we encode, st ore and ret

on/ eq;

is not l ike a blank video tape but is changed weq ;

events/ eq;

chemas t hat w e already have to int erpret in formrporate these into our memory/ eq;

l of st ored mem ories t hus involves an activest c t i on using a range of i n fo rmat ion / eq ;

ocessing / Craik and Lockhart (1972)

esses are not explained or elaborat ed then 1 l

consequence of how we processi t w i l l be reme

p cessing wh ich is a fo rm o f e laborat ive rehearsa ls longer last ing memory t races/ eq;

ltu a l p rocessing/ eq;

ion t hat is at t ended to on t he basis of how ial pr ocessing) is not v

nt c analysis (underst anding t he meaning) resultess ng and deeper processing result s in a m ore durable

/ eq ;

g memory / Baddeley and Hit ch (1974)

ark f or accurat e and f ully l abell ed diagram

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inf or t

It consis ;phonolo

The f i rst ot hertwo slave

The o nervoice t h

The rspati al i

Look for oth

ma ion that is cur ren t ly be ing t hought about / eq ;

ts of 3 separate components the central executivegical loop and visio spati al sket chpad/ eq;

moni t ors and co-ordinates t he operat ion of t hesyst ems/ eq;

sec nd consist s of t wo sub syst ems one whi ch is an ine other w hich is an inner ear/ eq;

t h i d component is an inner eye which holds v isual andnformat ion f rom long te rm memory / eq ;

er reasonable marking points

QuestionNumber

Question

15 You are sit t ing in a t side.You run t o t he wi ndow w it h al l your classmat es and see a large cloud ofsmoke and people r unning around. You are quest ioned t he next day by

ce about w h ed.

pt s, t heories and/ or research from t he cognit i ve psychologyin w hy your l a hers w ho

saw t he same incide

lesson and suddenl y hear a l oud expl osion ou

t he pol iUsing conce

at happen

expla t er recal l of t he event m ight di f f er f r om otnt .

Answer MarkConcepts, theories ologyinclude:

Key Issues (e. g. EWTMethodologyTheor ies of Memory / FResul t s / Conclusion of r esearch e.g. memory and f orget t ing st udies

DO NOT CREDIT t ions of t he st udies themselves.

Term s and ) t he

t erms l ist ed in t he speci f icat ion.

More t han on

Mat er ial in wise MAX 3

e.g. Cue dependent

Those interviewed in the classroom itself wi l l be aided by cues(context and state) and so may recal l more deta i l than others

ement

In a l imi ted capaci ty short term memory some detai ls of the

(5 AO2)and research from the cognitive psych

; cogni t i ve int erv iew)

orgett ings

descrip

concepts can be drawn from (but are not l imi ted to

e mark can be given to an explanati on of j ust one concept .

stimulus must be referred to at least once other

quest ioned elsewhere/ eq;

e.g. Displac

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event may ofimpor tan t de ta

e.g. LOP

Those w ho used more

t han t hose clas processing/ eq;

e.g. Mul t i st ore

Some students may have though about and discussed what theysaw (rehearsal ) i l l bemor e able t o nsferinform at ion f rom STM t o LTM/ eq;

e.g. Int e

St udents later learning / exper iences may inter f ere wi t h recal l ofw w eremore af ter t he event may recal l l ess t han t hose w ho

were more inac t ive / eq ;

e.g. Spreading a

Ther m on eachclassmat em ory/ eq;

e.g. Demand

When be one t osaying t t t o hear in a w ish t oplea t

e. g. EWT

The use (or perception) of leading questions may produceinacc a mayunderestimate or exaggerate what their saw based on thequestion

e.g. Use f the cogni t ive interv iew

O at e det ai l i f t hepolice use the cognit ive interview asking them to recall eventsf rom f

e.g. Informat ion Ther input

and proc hemas w hich in t urn maylead d

Look f or t h

be displaced by others, causing forgett ingi ls for some in t he class/ eq;

deeper processing are l ikely to remember

smat es who used shall ow

so transferred information into LTM and wrecal l deta i l than those who did not t ra

r ference

hat they saw (retroact ive inter ference) so those whoac t ive

c t iva t ion

e ay be individual dif f erences in recall basedes degree of associati ons in t heir semant ic m

characterist ics

ing interviewed some classmates may be more prhings they th ink the pol ice wan

se hem/ eq;

ur t e memories for some c lassmat es who

/ eq ;

o

thers may be able to give much more accur

d i fe ren t perspect ives or in a d i f fe ren t o rder / eq ;

processinge may be indidvidual di f f erences in t he way classmat es

ess w hat t hey see based on sct o i f f er enc es i n r ecal l / eq ;

o er reasonable ways of expressing this answer

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QuestionNumber

16. ence f rom a countr yDescribe and evaluate one st udy of obedi

other t han Mi lgram s12 Marks (AO1 + AO2)Indicative content

QWCi,ii,i i i

e others

O CREDIT f or Hof li ng or Mi lgrams or iginal

ontent

A01 These marks are gained by describing the study whichnt ry o ther than the

at ing the study. NO credi t for s tat ing i t lacked

CONTENT

6)

Possible studies include:

Meuss & Raaij makers (1986)Slater et al (2006)Kilham & Mann (1971)Reicher & Haslam (2003/2006)There arMust be a published study

Nexperiment(1963)

Refer to banding at t he end of t he indicat ive c

must be of obedience f rom another couUSA.

A02 For evaluecological val id i t y .

INDICATIVEE.g. Meuss & Raaij maker s (198AIMS:

To i nvest igate a number of possible pr oblems which may underm ine

d t o an ambiguoush m ay have led to greater obediencei .e . mixed

messages t hat t he shocks wer e dangerous but not harmf ul

gical-administrative violence

creat es more / less obedience as compared t o Milgram s met hod

PROCEDURE:

Milgrams conclusions regarding obedience

To investigate the fact that Milgrams design lesituationwhic

To see whet her mor e modern psycholo

39 part icipant s responded t o a newspaper advert and were paid f orthe i r t ime

The research took place in a modern universit y bui lding wher epart ic ipants were led to bel ieve that t hey were tak ing part in ast udy int o st ress & p erf orm ance

Part icipant s bel ieved t hat t he Psychology depart ment had beencomm issioned t o select candidates for a j ob and each applicant wast o t ar t icipant s

The teconfederat es/ st ooges)fa i led t he test t hey lost t he j ob

ake a test which w ould be administ ered by t he p

st was vit al t o success, i f appl icant s(w ho were

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Par t ici sing remarksto the n wi t h t he test If you re going t o f ai l t he t est .

Th job i s much too d i f f i cul t f o r you, accord ing to th i s test .

Par t t he

appl ic . i t w ould notaf fect

It so w as get t ing ext rem elydist ref ore, nott he

Tw o t h t he appl icant accused tresearchers drew his consent t ocon

If t h st ressf ul remarksthey

A pa en as obedientand ho al l t he st ress rem arks disobedient

pants wer e asked t o make 15 increasingly distresapplicants regarding how they were gett ing oconti nue responding l ike t his, you

is

ic ipant s also overheard t he exper imenter t e l l ing

ants fa lse informat ion about t he st udy (e.gtheir job chances)

became obvious t hat t he appl icantonressed and t hat t hey would fa i l t he test (and, t hej ob )

i rds of t he way t hrough t he test

get

heof g iv ing fa lse inform at ion and wi t h

t inue

e subject s refused t o cont inue t o make t hewere prodded to cont inue by the exper im enter

rt icipant who m ade al l t he st ress rem arks was sese who ref used t o maket

RESULTS:

92% of t he part i cipant s obeyed the experim ent er t o the end andmad

The d making t hestress r

The par t icip onvinced t hat t he appl icant s t est scoreshad

96% w it h a real s i tuat

e al l t he st ress rem arks

part ic ipants report ed that t hey in t ensely d isl ikeemarks

ants were cbeen seriously af fect ed by t he st ress rem arks

of t he part ic ipant s were sure that t hey were deal ingion

CONCLUSIONS: The researchers conclude that t he level of obedience in t heir st udy

w as han in Mi lgram s st udy

ers t o useders t o use

VALUATION:

considerably higher t

Furt hermore, t h is shows t hat i t is easier t o obey ordpsychological-admi nist rat ive violence than t o obey orphysical violence

E

Man caused dist ress by t heir invol vement t heypl icant to be

arks, werehe vict i m w as not a real appli cant and t hey had notin r eal i t y caused someone harm

Part ic ipants were f u l ly debr ief ed and given a fo l low upe okay

seen that t hed any serious negat ive eff ects from t heir

part ic ipat ion in the exper iment

Par t ceived as t hey t hought t he st udy w as on st ressnts were r eal

ants t end to

i f e at rocit ies such as genocide

y part ic ipants weremade i t c lear t hat they found t he t rea tment o f the apunfair

Part icipant s int ensely di sl iked making t he st ress remrel ieved that t

questionnaire by mail a year later to ensure they wer

In nei t her debr ief ing, however, w ere any indicat ionspart icipants had suffere

icipants were deand performance (not obedience) and t hat t he appl icawhen in fact t hey were j ust act ors

The volunteer sample may be biased as t hese part icip

be more mot iva ted and per fo rm bet t e rThe f i ndings can help explain real l

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and t he war against Iraq

E.g. Slater et al (2006)

AIMS:

To st udy hum an responses t o interact ion wi t h a v i r t ual characterusing simi lar conf l ict creat ed by Milgram's st udy

To test w hether t he st ress would be greater in a si t uat ion w heret he eard in comparison t o one wher e

ough t extlearner could be seen and h

she would only comm unicat e wi t h the part ic ipant t hrPROCEDURE:

34 part icipants were recruited by posters and email on the campusat U an age w as 29

and heard not see or

Their t ask w as t o read out 32 set s of t hese 5 words to t he learner,t he ich was a cue wor d and t he ot hers one of four

rds wi t h the

arner gave the w rong answer , t helater t r ia ls more l i ke ly to r esul t in a wr ong answer t han the ear l ieron e

ic shocka knob for

t ime t he learner gave anincor rect an d press t he shock but t on which andincr e

shocks witht hat she had

earner w as not seen or heardhe

us physiological indicators (e.g., trembling or shaking, facebecoming hot , perspirat ion ) w ere measured v ia a quest ionnaire

I t w as administ ered t o part ic ipants in both groups before t heexper iment and then af t er the exper iment

RESULTS:

niversit y College London, me

23 were al locat ed t o t he Visible Condit i on (could seevirtual learner) and 11 to the Hidden Condit ion (coul

hear her answer s came t hrough text s)

f i rst o f w hpossible wor ds

The learner w as supposed t o have memori sed t he wocue word beforehand

On 20 out of t he 32 t r ials the Le

s

On t he desk in f ront of t he part ic ipant w as an e lect rmachine wi t h a shock but t on, vol t age indicators and

t urning up the vol t age levelThe part ic ipant w as inst ructed t hat each

sw er he or she shoulease t his by one unit each t i m

In the Visible condit ion the learner responded to theincreasing signs of di scomf ort , event ually prot est ing never agreed to t h is and wanted t o st op

In the second Hidden condit ion t he lapart f rom a few seconds of in t roduct ions at t he st ar t of texper iment

Vario

High scores on the quest ionnaire wer e found t o correlat e posit ivelywith anxiety, heart rate, skin conductance responses, respiration,face tem perature, and blood volume

All part icipant s wer e aroused (skin conductance analysis), t his wasassociated with stress (ECG analysis)

The int ensit y was greater f or t hose in t he Visible condit ioncompared wi t h t hose in t he Hidden condi t ion

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

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CONCLUSIONS:

This shows t hat in spi te of t heir knowledge that t he si t uat ion

w e

was ar t i f ic ia l t he part ic ipants responded to t he si t uat ion as i f i t

re realEVALUATION:

Par t d increasing d iscomf or t as w i t nessed byt hei d l at er comment s dur ing t he post -exper imental in terv iews

Seve t he exper im ent bef ore t he enddue s

Som learner may have been suf f icient t ocau in t he p i l ot st udy

Vir t n provide a usef ul t ool in psychology byproviding an alternative methodology for laboratory based studies

This eyond simple obedience st udiesand look at reasons for byst ander behaviour in st reet violence(use

Unl i e en ts there was no need fo r decept ionhere aslear

icipant s were causer physiological responses an

ral part ic ipants wi thdrew fromt o sim ulat or sicknes

e minim al cues f rom t hese a stress response in participants as seen

ual environment s ca

met hod could also be used b

fu l g iven the current l evel of perceived cr ime)

t he Mi lgram exper imkal l part ic ipants were made fu l ly aware of t he v i r tual

ner

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Level Mark Descri pt or

A01: KnoA02: p y

Descr ipt d.

wl edge and understanding of one st udyAp l icat ion/ evaluat ion of knowl edge and underst anding of one st ud

ors indicate possible ways in whi ch candidates wil l have responde 0 No rewardable mater i a l

Level 1 1- 3marks

Candsome re

Outl i ne includes one of APRC L

qThe ski l l o produce ef fect ive w ri t ing w il l not nor mal ly be present .The itcompreh ncidence ofsynt a i

idates wi l l produce brief answers, m aking sim ple st atem ent s showinglevance to the question.

i t t le o r no a t tempt a t t he analy t ica l / eva lua t ion demands o f t heuest ion. Lack of relevant evidence.s needed t

wr ing may have some coherence and wi l l be general lyensible, but lack both cl ari t y and organisati on. High i

c t cal and / or spel l ing errors.

Level 2 4- 6marks Descriptdeta i l t han t he ot her

D

Ea

Candmost a evant f actual mater ia l . There are l ike ly to bepassa sand / o r

ion OR evaluation only OR l im it ed att empt at each OR one is in less

escr des procedure and one of ARC.

valuat ion at t empt ed t hough general OR l imi t ed and re lated t octual s tudy

ipt ion inc lu

idates wi l l produce st atement s wi t h some development in t he form ofccurate and relly

ge which lack c lar i ty and proper organisat ion. Frequent syntact icalspell ing errors are l ikel y t o be present .

Level 3 7- 9marks

Cand hequestion

Descr rocedure and any twoof ARC.

Ea

The candidate wil l demonstrate most of the ski l ls needed tef f ec esyntacti

idate has attempted and answered both of t he t wo injunct ionsin twell.

ipt ion includes p

ati on includes avalu ppropr iat e st rengt hs/ w eaknesses in relat ion t octual s tudy

o producet iv extended wr i t ing but t here wi l l be lapses in organisat ion. Some

cal and / or spell ing error s are l ikely t o be present .

Level 4 10-12marks

Candida d answ ered both of t he t wo injunct ionsin thequestion ver

D

Ed

The l l er y

few norganisa fmark f t ai ledeven n

t e has at t empt ed any well .

escript ion includes APRC.

valuation includes appropriat e strengt hs/ weaknesses in reasonableeta i l and in re lat ion t o the st udy

ski s needed t o produce convincing extended wr i t ing are in p lace. V

sy t act ical and / or spel l ing errors may be found. Very goodt ion and planning. Given t ime constra ints and l imi ted number oul l marks must be given whens, t he answ er is reasonably de

i f o t al l t he i n forma t ion is p resent .

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Mark Scheme Jun 09