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Semester One Examination, 2016
Practice exam marking key.
PSYCHOLOGYUnit 3 and 4
Time allowed for this paperReading time before commencing work: ten minutesWorking time for paper: three hours
Materials required/recommended for this paperTo be provided by the supervisorThis Question/Answer BookletResource Booklet
To be provided by the candidateStandard items: pens (blue/black preferred), pencils, sharpener, eraser, correction fluid/tape,
ruler, highlighters
Special items: non-programmable calculators approved for use in the WACE examinations
Important note to candidatesNo other items may be taken into the examination room. It is your responsibility to ensure that you do not have any unauthorised notes or other items of a non-personal nature in the examination room. If you have any unauthorised material with you, hand it to the supervisor before reading any further.
PSYCHOLOGY UNIT 3
Structure of this paper
Section Suggested working time
Number of questions available
Number of questions to be attempted
Marks %Weighting
Section One 30 minutes 3 3 36 20
Section Two 90 minutes 5 5 88 55
Section Three 60 minutes 2 2 40 25
Total marks 100
Instructions to candidates1. The rules for the conduct of Western Australian external examinations are detailed in
the Year 12 Information Handbook 2016. Sitting this examination implies that you agree to abide by these rules.
2. Write your answers in this Question/Answer Booklet.
3. You must be careful to confine your responses to the specific questions asked and to follow any instructions that are specific to a particular question.
4. Spare pages are included at the end of this booklet. They can be used for planning
responses and/or as additional space if required to continue an answer.
Planning: If you use the spare pages for planning, indicate this clearly at the top of the page.
Continuing an answer: If you need to use the space to continue an answer, indicate in the original answer space where the answer is continued, i.e. give the page number. Fill in the number of the question that you are continuing to answer at the top of the page.
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Section One: Research Methods 20% (36 marks)This section has three (3) questions. Answer all questions. Write your answers in the spaces provided.
Spare pages are included at the end of this booklet. They can be used for planning responses and/or as additional space if required to continue an answer.
Planning: If you use the spare pages for planning, indicate this clearly at the top of the page.
Continuing an answer: If you need to use the space to continue an answer, indicate in the original answer space where the answer is continued, i.e. give the page number. Fill in the number of the question that you are continuing to answer at the top of the page.
Suggested working time: 30 minutes
________________________________________________________________________
Question 1 Total 7 marks
The graph below shows the number of exercise hours per week and mood score.
9 10 11 12 13 14 15 16 170
1
2
3
4
5
6
7
8
9
Figure 1: Results of the effect exercise has on mood scores.
X- Number of exercise hours per week
Y- Mood score /10
a) Identify the strength and direction of the correlation above. (2 marks)
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b) State the correlation between number of exercise hours per week and mood score.
(1 mark)
c) Define the term “informed consent”. (2 marks)
d) Explain why deception is important in some experimental research. (2 marks)
Description Marks
Failure to tell the participant the real reason behind the experiment
This reduces the chances of participants acting differently
0-2
2
4
Description MarksModerate (1) Negative (1) 1
1
Description Marks
An increase in exercise hours per week is linked to a decrease in mood score
1
1
Description Marks Participants are aware of the procedures and risks of
the experiment Participants give permission to be involved in the
experiment0-2
2
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Question 2 Total 15 marksEmily researched the effect of fish oil on memory. She took 100 volunteers and followed them for 10 years. Each volunteer was to take one fish oil tablet every day. At the end of each year Emily gave the volunteers a memory test. After the 10 years she looked for an improvement in the memory scores.
Mean improvement test score = 35%
A statistical test on these results found that p > 0.05.
a) i) Name the independent variable and the dependent variable in this research study.
(2 marks)
I
i) Name one controlled variable in this research study. (1 mark)
b) Identify the research design Emily used in the above experiment. (1 mark)
c) Identify one (1) advantage of using this research design and one (1) way of
improving the design. (2 marks)
5
Description MarksIndependent Variable: fish oil tablet 0-1Dependent Variable: Memory test score 0-1
Total 2
Description MarksControlled Variable: same memory test, one year between tests 0-1
Total 1
Description MarksLongitudinal 0-1
Total 1
Description MarksAdvantage: shows improvement over time 0-1Improvement: add another group of participants each year 0-1
Total 2
PSYCHOLOGY UNIT 3
d) From the results, what can Emily conclude? (3 marks)
e) Identify one (1) source of error and suggest one (1) way of reducing it. (2 marks)
f) Identify and explain two (2) ethical considerations Emily must follow. (4 marks)
6
Description MarksAny 3 of the following
Results are greater than 5% chance results are due to chance alone
Reject hypothesis Further testing is needed Fish oil doesn’t improve memory
0-3
Total 3
Description Marks No control group Have a group taking a placebo 0-2
Total 2
Description MarksAny two of the following: informed consent/confidentiality/ voluntary participation/ right to withdrawal 0-2
Any two explanations: students are made aware of the experiment and sign permission to be involved in the experiment/all information provided by the student is anonymous and disposed of correctly/ students are willing to partake in the experiment/ students are able to leave the experiment at any time without consequences.
0-2
Total 4
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Question 3 (14 marks)
Professor Zheng of Smart University wanted to test whether a vitamin supplement helped to improve students’ grades. To test her idea, she told her class she was giving them all a supplement that would make them smarter. She told them they all had to participate.
Professor Zheng divided the class into two equal groups. Group A received the vitamin supplement and Group B received an inactive substance (sugar pill).
Over the two week trial, Professor Zheng spent a lot of time with the students gathering data. She was excited to find that the results showed that all students’ grades had improved. She concluded that the vitamin supplement had worked.
a) i) Name three (3) rights that people have as participants in research. (3 marks)
ii) Outline two (2) pieces of information about research study that a researcher must provide to participants so that they can give informed consent. (2 marks)
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b) i) Identify the term that refers to a substance with no known medical effects used as a control in an experiment. (1 mark)
ii) Explain why professor Zheng gave one group a substance with no known medical effects. (1 mark)
c) Explain what Professor Zheng should do after the experiment has ended to make sure the research has been conducted ethically. (1 mark)
d) Outline how Professor Zheng may have affected the results of the experiment. (1 mark)
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e) i) Outline three (3) ethical issues associated with this research. (3 marks)
ii) Identify two (2) sources of error in the design of this experiment. (2 marks)
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Section Two: Short Answer 55% (88 Marks)This section has five (5) questions. Answer all questions. Write your answers in the spaces provided.
Spare pages are included at the end of this booklet. They can be used for planning responses and/or as additional space if required to continue an answer.
Planning: If you use the spare pages for planning, indicate this clearly at the top of the page.
Continuing an answer: If you need to use the space to continue an answer, indicate in the original answer space where the answer is continued, i.e. give the page number. Fill in the number of the question that you are continuing to answer at the top of the page.
Suggested working time: 90 minutes
________________________________________________________________________
Question 4 (34 marks)
a) Question 4
Identify two (2) functions of the:Description Marks
2 marks for two correct responses for each lobeExamples of correct responses:Frontal lobe- higher mental abilities- control of movement- the expression of personality - ability to reason- ability to solve problems- planning/ decision-making
Parietal lobe- concerned with body sensations/tactile sensations, e.g. pain, touch, heat - processing of sensory stimuli- the ability to orient body in space- recognition of yourself- recognition of your body including its parts- speech repetition
Occipital lobe- visual processing - visual perception
Temporal lobe- language and speech production- organising sensory input- perception and recognition of speech - perception of auditory stimuli- memory association and formation- sense of smell
0-2
0-2
0-2
0-2Total 8
b) Describe the effect on the production and understanding of language caused by the
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damage to i) Broca’s area. (2 marks)
ii) Wernicke’s area. (2 marks)
c) Identify the structure of a neuron shown by the labels in the illustration below. (4 marks)
d) Describe the purpose of the structure labelled at (iv) in part c. (1 mark)
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e) Describe how the neurotransmitters work in communication messages between neurons at a synapse. (3 marks)
f) List two (2) effects of each of the following neurotransmitters.
g) Pauline was almost hit by a car when she ran across the road.
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i) Identify the survival response, which prepares Pauline’s body to deal with the immediate threat. (1 mark)
ii) Identify the branch of the autonomic nervous system, which is responsible for returning her body to homeostasis after this survival response. (1 mark)
iii) State one (1) physiological change Pauline would initially experience during the survival response, and explain how this change might improve her chances of survival. (2 marks)
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Description MarksFight-flight response 0-1
Total 1
Description Marksparasympathetic 0-1
Total 1
Description MarksAny one of the following for 2 marks:Release of hormone adrenaline – releases energy for actionIncreased heart rate – increased blood flow to the brain and musclesIncreased blood pressure – increases the flow of oxygen to the bodyPupils dilate – more light enters the eye (greater ability to detect light)Breathing rate increases – increases oxygen level in the bloodstream
0-2
Total 2
PSYCHOLOGY UNIT 3
h) Name one (1) physiological and one (1) psychological effect of each of the following classes of psychoactive drugs.
i) Stimulants (2 marks)
ii) Depressants (2 marks)
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iii) Hallucinogens (2 marks)
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Question 5 (13 marks)
a) Identify the stage of the Atkinson-Shiffrin model of memory which is characterised by limited storage capacity and information decay after about 20-30 seconds?
(1 mark)
b) Describe the process of elaborative rehearsal as a memory strategy. Provide an example to explain your answer. (2 marks)
d) Describe declarative memory. Give an example to illustrate your answer. (2 marks)
16
Description MarksShort-term memory 0-1
Total 1
Description MarksElaborative rehearsal: meaningful or associative method of remembering 0-1
Any example that uses meaningful method of remembering E.g. Associating the names of people with features of their face etc. 0-1
Total 2
Description MarksDeclarative memory is knowledge of the world and one’s personal experiences 0-1
Any example that includes knowing the world ie knowing that the world is round, or what you did last weekend 0-1
Total 2
PSYCHOLOGY UNIT 3
d) William has acquired brain injury. He has difficulty learning new information and remembering events that occurred since his injury, however he can remember information and events that occurred prior to his brain injury.
i) Identify the type of amnesia William suffers from. (1 mark)
ii) Despite his amnesia William is able to learn new motor skills such as playing the guitar. Which type of long-term memory can William still create? (1 mark)
17
Description MarksAnterograde 0-1
Total 1
Description Marksprocedural 0-1
Total 1
PSYCHOLOGY UNIT 3
e) Mr Simpson was speaking over the phone to Mrs Davis, who is the mother of his student, John. He was looking at John’s report and summarising the information for Mrs Davis, who had been unable to attend the parent-teacher interview. Mrs Davis listened carefully while Mr Simpson spoke.Identify two (2) components of Baddeley and Hitch’s model of working memory. Then explain the role of each of these components with respect to Mr Simpson’s and Mrs Davis’s working memory. (6 marks)
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Description MarksMarks for each of the two components:1 mark for identifying component.1 mark each for explaining the role for Mr Simpson and Mrs DavisAny two of the following four components is required:
Component of working memory: phonological loopMr Simpson: a brief storage system for verbal, speech-like information (speech sounds) that he has conveyed to Mrs Davis along with any sub-vocally rehearsed words he’s about to say to Mrs Davis about John’s school reportMrs Davis: a temporary storage of speech-like sounds she has just heart from Mr Simpson about John’s performance and which she is maintaining there sub-vocally
Component of working memory: visuospatial sketchpadMr Simpson: a temporary storage system for visual and spatial information that Mr Simpson would be forming in his mind about John while looking and summarizing John’s school performanceMrs Davis: based on Mr Simpson’s summary of John’s school report a visual image of John would have formed in Mrs Davis’s mind and be held temporarily in this mental workspace
Component of working memory: central executiveMr Simpson: this controls Mr Simpson’s attention to the task of reading John’s report and summarizing it verbally for Mrs Davis, including integrating and coordinating the information from his (verbal) phonological loop and (nonverbal) visuospatial sketch pad while adding information from his long-term memoryMrs Davis: this controls Mrs Davis’s attention to what Mr Simpson is telling her on the phone about John’s school performance, including integrating and coordinating this information in her (verbal)phonological loop and (nonverbal) visuospatial sketch pad while adding information from her long-term memory
Component of working memory: episodic bufferMr Simpson: this allows the different components of Mr. Simpson’s working memory, involved in communicating to Mrs Davis about John’s school report, to interact with his long-term memory by holding a small number of chunks of verbal and nonverbal information in a temporary storage system for fast accessMrs Davis: this allows the different components of Mrs Davis’s working memory, involved in listening and interpreting Mr Simpson’s phone message, to interact with her long-term memory by holding a small number of chunks of verbal and nonverbal information in a temporary storage system for fast access
0-6
Total 6
PSYCHOLOGY UNIT 3
Question 6 (17 marks)
a) Define Learning. (1 mark)
b) What is classical conditioning? (1 mark)
c) When a baby sees his mother he smiles. His mother always wears the same perfume. The boy’s dad notices that when the baby walks into a room and smells the perfume he begins to smile.
Identify the following classical conditioning elements in this example. (5 marks)
19
Description MarksLearning is defined as a relatively permanent change, often of behaviour, that occurs as a result of experience. 0-1
Total 1
Description MarksA simple form of learning, which occurs through repeated association of two different stimuli 0-1
Total 1
Description MarksUnconditioned stimulus - Mother (1 mark)Conditioned stimulus - Perfume (1 mark)Conditioned response - The baby smiling (1 mark)Unconditioned response - The baby smiling (1 mark)Neural stimulus - Perfume (1 mark)
0-5
Total 5
PSYCHOLOGY UNIT 3
d) Frank competes in a high-level athletics competition. On the last two occasions that he won the 100-meter race, he wore his gold chain. Frank now wears his gold chain every time that he competes, believing to be his ‘lucky chain’.
Using the language of operant conditioning, explain how Frank has learned to wear his lucky gold chain every time he races. (3 marks)
e) Explain what is meant by behaviour modification. (1 mark)
f) Cornelius has an extreme fear of spiders.
i) Name the psychological intervention based on principles of classical conditioning that could by used to over come Cornelius’ extreme fear. (1 mark)
ii) Describe the intervention. (3 marks)
20
Description MarksThe following three points are needed for 3 marks:
Frank’s wearing of the gold chain (behaviour) has been associated with winning in his last two 100m races
Winning is the reward (positive reinforcement) or consequences of Frank’s good performance
Thorndike’s Law of Effect applies here such that any behaviour (in case Frank’s wearing of a gold chain when racing) that leads to a desirable outcome (the reward of winning the race) will be strengthened (reinforced) and more likely repeated.
0-3
Total 3
Description MarksA change in behaviour (increase or decrease) (1 mark) orthrough conditioning/reinforcement/learning principles/punishment.(1 mark) 0-1
Total 1
Description MarksSystematic desensitization 0-1
Total 1
Description MarksMake a list of the least fear provoking situation to the most – then introduce the items on the list (1)Practice relaxation techniques (1)Exposed to the least scary to the most then be in the presence of spider. (1)
0-3
Total 3
PSYCHOLOGY UNIT 3
g) Outline two (2) strategies that are used in cognitive behavioural therapy to help clients modify negative thoughts. (2 marks)
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Question 7 (10 marks)
a) Explain how psychologists define the term ‘conflict’. (1 mark)
b) Explain one (1) disadvantage that can result when someone imposes a solution on people in a conflict. (2 marks)
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c) State three (3) advantages of using mediation to resolve conflict in a relationship. (3 marks)
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d) Describe two (2) ways that counselling can help people to resolve conflict in a relationship. (4 marks)
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Question 8 (9 marks)a) i) Explain Chomsky’s theory of language. (1 mark)
ii) Who provided an alternative theory of language? (1 mark)
iii) Explain the alternative theory of language. (2 marks)
b) According to some theorists, men and women communicate differently which can lead to misunderstanding and conflict between genders. Use empirical evidence to show gender differences in communication. (5 marks)
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Description MarksChomsky’s theory of language assumed that there were universal rules that could distinguish grammatical from ungrammatical sentences, LAD worked by receiving as input the native language around the child and generated sentences in that same language as output (1 mark)
orIt was claimed that people are genetically predisposed to learn this universal grammar, so children learned language naturally (1 mark)
0-1
Total 1
Description MarksJerome Bruner (1983) 0-1
Total 1
Description Marks
Bruner thought that LASS required LAD and vice versa – language could only develop through the interaction with others (1 mark), the child contained the innate part to learn language and adult provides the social frameworks to encourage talk (1 mark)
0-2
Total 2
Description MarksDeborah Tannen (1990) described styles that she considers to be typical of men and women (1)Men tend to report talk (1) – type used in public speaking, when telling jokes, stories, imparting information, men are comfortable holding centre stage, they talk as a way of gaining and holding the attention of their audience and to negotiate and maintain status (1)Women – rapport talk (1), based on establishing relationships, understanding and negotiating differences, enjoy private conversation more than men which means sharing experiences, use hedge (1)
0-5
Total 5
PSYCHOLOGY UNIT 3
Section Three: Extended Answer 25% (62 Marks)This section has two (2) questions. Answer both questions. Write your answers in the spaces provided.
Pages are included at the end of Question 10 for planning and writing your answers. Planning: If you use the spare pages for planning, indicate this clearly at the top of the
page. Answering the question: In the pages provided indicate clearly the number of the question
you are answering You should refer to relevant psychological concepts, theories and research in your
answer.
Suggested working time: 60 minutes
________________________________________________________________________question 9
Richard works as an outdoor education teacher, taking groups of students on nature treks in Western Australia. He enjoys the responsibilities he finds come with this role, such as organizing all of the activities on each camp, working as a team and caring for the students while they are away from home. Because of the risks that are associated with some of the activities on these camps, such as abseiling and whitewater rafting, it is important that Richard remains calm in emergency situations. As he lives at home with his supportive parents he does not need to worry about contributing towards rent or shopping bills. His friends would describe him as adventurous, talkative and easygoing. Although Richard is very comfortable around his friends, secretly he still struggles to have the confidence to strike up a conversation with a particular girl he likes.
Use Maslow’s Hierarchy of needs and McCrae and Costa’s Theory of Personality to explain Richard’s behavior and characteristics.
In your response you should:• Define all relevant concepts • Briefly describe the theoretical basis that each of these concepts are founded on • Relate each theory to Richard’s behaviour and characteristics • Outline the limitations of each personality theory
Question 10 (On the evening of 14 July 2016, a 19 tonne cargo truck was deliberately driven into crowds celebrating Bastille Day on the Promenade des Anglais in Nice, France, resulting in the death of 86 people. A middle aged woman from Paris and an elderly man from Australia were both present at Promenade des Anglais that evening. Both experienced minor abrasions, however, did not experience physical trauma. Six months after the attack the middle aged woman was happily continuing her day to day routine. The elderly man, however, has been unable to return to work, frequently experiences headaches, is unable to concentrate and is often experiencing panic attacks.
In relation to the driver of the truck, explain:• What attribution theory is. • Why his behaviour was attributed to him being a despicable person, who was aggressive, cruel and self-centered. • How obedience could have lead to this behaviour.
In relation to the two citizens, explain:• Any characteristics which could contribute to the stressfulness of this event • Why the middle age woman and the elderly man had different responses
End of Paper
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Question 12
Question section Description Marks
Define all relevant concepts
A given person's characteristic ways in which a person thinks, feels and behaves
(1 mark)
briefly describe the theoretical basis that each of these concepts are founded on
McCrae and Costa trait theory (1 mark) which believes that there are stable, enduring characteristics of
people that can be identified, described and measured and used to explain differences between people (1 mark)
Maslow Humanistic theory (1 mark)
The individual, merely by being human, posses an inherent worth. Actions may not be positive but this does not negate the value of the person. All people are striving towards self actualisation (1 mark)
(4 marks)
Relate each theory to Richard’s behaviour and characteristics
McCrae and Costa theory of personality
1. Openness to experience (1) Richard would be considered high in this dimension because he job is adventurous and would require him to be open to and enjoy new experiences (I.e. white water rafting) (1)
2. Conscientiousness (1) Richard enjoys organising the activities and is described as hard working so he would be high on this dimension. (1)
3. Extroversion refers. (1) Richards friends say that he is outgoing and talkative, and enjoys working as a team, so would be high on this continuum (1)
4. Agreeableness (1) Richard has been described as easy going, and his job requires him to be flexible so he would be high on this scale (1)
5. Neuroticism refers to the dimension of emotional stability. (1) To be successful at his job he can not get stressed/remain calm in emergencies so would have low levels of extraversion (1)
Maslow’s Hierarchy of Needs:
1. Physiological (1)- air, food, drink, shelter, warmth, sex, sleep. Lives at home so its assumed these needs are met.(1)
2. Safety (1)- protection from elements, security, order, law, stability, freedom from fear. Secure family home provides for these needs. (1)
3. Love and Belonging (1)- friendship, intimacy, affection and love. It could be argued these needs are met through his family, however it is unknown whether he has friends and/or acceptance from the people
(20 marks)
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PSYCHOLOGY UNIT 3
he works with, therefore his love and belonging needs must be questioned. (1)
4. Self Esteem (1)- achievement, mastery, independence, status, dominance, prestige, self-respect, respect from others. He enjoys the responsibilities that come from his local café job. However, his self-esteem low as he struggles to talk to girl he likes. This could be due not having his own independence and not realizing his full potential. (1)
5. Self-actualization (1) - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. Richard has not yet reached this level as he does not feel fulfilled and has not realized his full potential. (1)
Outline the limitations of each personality theory
Trait theoryAny 2 of the following = 2 marks
1. Poor predictor of future behaviour. For example, an introvert may be quiet, reserved, intellectual, and calm in most situations. When around close friends, however, he may seem quite outgoing, fun-loving, and excitable.
2. Does not address development. Because it is based on statistics rather than theory, it provides no explanation of personality development.
3. No means of change. It provides little or no guidance in the changing of negative aspects of a trait.
Humanistic theoryAny 2 of the following = 2 marks.
1. Critics feel humanists pay too little attention to the importance of inherited characteristics, learning, situational influences and unconscious motivation n in shaping personality. The belief is that the humanistic view does a better job of describing personality than explaining it.
2. Humanistic concepts are too vague for the theory as a whole to be tested empirically.
3. Assumes that all people are inherently good and are all striving towards self actualisation.
(4 marks)
Quality of extended answer response
(maximum three marks)
Well-constructed response with an introduction, conclusion, and well-developed sentences and paragraphs. Consistent use of appropriate psychological language.
3 marks
Coherent response with adequate sentence and paragraph structure. Use of clear everyday language.
2 marks
Incoherent response, lack of paragraph structure and/or poor sentence structure. Colloquial language or poor English expression.
1 mark
Response is too brief or irrelevant to be awarded marks 0 marks
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TOTAL /32 MARKS
Question 13 Question section Description Mark
allocation
What attribution theory is.
Heider (1)Developed to explain how people infer the reasons behind the behaviour of others (1)If we infer something about the person – their attitude, personality etc is responsible for the behaviour we call this an internal or dispositional attribution (1)
If we conclude that some external cause – peer pressure or threat etc is responsible for the behaviour we call this an external or situational attribution. (1)
(4 marks)
Why his behaviour was attributed to him being a despicable person, who was aggressive, cruel and self-centered.
Fundamental attrubtion error (1)we usually take an individuals behaviour at face value and do not sufficiently consider the surrounding circumstances. i.e. we favour a dispositional attribution for the behaviour (1)we assume that the truck driver is a bad person which is a internal attribution rather than consider the external reasons why he has done this (1)
(3 marks)
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How obedience could have lead to this
ConceptOccurs in situations in which people change their behaviour in response to direct commands from others. (1)
In some situations, we may even ignore the norms that usually govern out lives, and obey direct orders that are inconsistent with these norms. (1)
When someone with authority asks us to do something, there is the explicit expectation that we will obey or face negative consequences. (1)
Supporting evidenceSupported by Milgram (1)
The participants arrived in pairs and they were either allocated “teacher” or “learner”. Learner had to learn list of pairs of words and the teacher will then read the first word of the pair, and the learner should tell you the second word of the pair. If the learner makes a mistake, they are meant to give them an electric shock. (learner = actually a confederate an is working with the experimenter). (1)
The teacher was told to administer progressively larger shocks for every mistake made by the learner. Descriptive labels were attached to the shock equipment ranging from “slight shock” (15 volts), to “danger – severe shock”, two final switches labelled “XXX” (435 – 450 volts). (1)
26/40 (65%) administered the highest level of shocks (450 volts). All but 5 administered 300 volts. Yet none walked out of the experiment (1)
applicationsomeone with authority could have told the driver that he must do it. (1)
he/family would be severely punished if he did not. (1)
(9 marks)
Any characteristics which could contribute to stressfulness of this event
Predictability – the event was unpredictable, no way of knowing that was going to happen. (1)Controllability – no way to control moving vehicle through croud (1)Experience threat or loss –83 people died, many lives threatened. . (1)
(3 marks)
Why the middle age woman and the elderly man had different responses
Woman was resilient(1)Kobasa (1)carried out a longitudinal study in which she followed a group of executives over a 2 year period and found that those identified at the start of the two years as having a hardy personality were less likely to become ill. (1)The qualities she saw as “hardy” have in more recent years been identified with the concept of resilience. (1)
Man was less resilient and developed PTSD (1)Cognitive symptoms = poor concentration, disturbances to attention and memory, flashbacks, intrusive thoughts, disorientation. (1)
Physical symptoms = disturbed sleep, nightmares, exhaustion,
(8 marks)
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restlessness, headaches. (1)
Emotional symptoms = fear, avoidance, anxiety and panic, depression, guild, withdrawal and fearfulness. (1)
Quality of extended answer response
(maximum three marks)
Well-constructed response with an introduction, conclusion, and well-developed sentences and paragraphs. Consistent use of appropriate psychological language.
3 marks
Coherent response with adequate sentence and paragraph structure. Use of clear everyday language.
2 marks
Incoherent response, lack of paragraph structure and/or poor sentence structure. Colloquial language or poor English expression.
1 mark
Response is too brief or irrelevant to be awarded marks 0 marks
TOTAL /30 MARKS
32
