The issue of psychology as a science

AO1 (8 marks), AO3 (12 marks)
AO1
- Standardised controls and laboratory experiments allow replication to test
for reliability.
AO3
- Bandura applied falsification to studies into SLT developing them into Social
Cognitive Theory after he found his research did not fully explain how
people learn behaviour making his theories more scientific.
- Psychoanalysis is introspective which means concepts cannot be falsified,
but neither can evolutionary theory therefore falsification may not be
necessary to determine scientific status.
- Milgram (1963) used standardised procedures in his studies of obedience
which allowed him and others such as Burger (2009) to replicate them.
- Bartlett (1932) did not use strict controls in his studies of reconstructive
memory reducing the scientific evidence for his work.
- Loftus and Palmer (1974) have conducted structured laboratory
experiments into reconstructive memory which has added credibility to the
theory.
- Gathering qualitative data, such as naturalistic observations, is considered
less scientific than qualitative data as it is not as objective, however is often
describes human behaviour in more depth that qualitative data does.
- The use of a double-blind technique increases the objectivity of research
methods as it eliminates researcher bias from data collection.
- Reductionism, such as the monoamine hypothesis, excludes the
complexities of interactions between individuals and the environment which
is unrealistic to be ignored from human nature.
- Artificiality of theories occurs when psychologists attempt to explain
isolated aspects of human functioning, such as Atkinson and Shiffrin (1968)
model of memory as three distinct stores.
- Nomothetic approaches, such as cognitive and biological psychology,
attempt to establish universal laws of human behaviour and ignore the
idiographic/personal/uniqueness of human beings.
Look for other reasonable marking points

(20)

\begin{tabular}[t]{|l|l|l|}
\hline Level

Mark

Descriptor

AO1 (8 marks), AO3 (12 marks)
Candidates must demonstrate a greater emphasis on assessment/conclusion vs
knowledge and understanding in their answer.
Knowledge & understanding is capped at maximum 8 marks.

0

No rewardable material.

Level 1

1-4
Marks

Demonstrates isolated elements of knowledge and understanding. (AO1)
Generic assertions may be presented. Limited attempt to address the
question. (AO3)

Level 2

5-8
Marks

Demonstrates mostly accurate knowledge and understanding. (AO1)
Candidates will produce statements with some development in the form of
mostly accurate and relevant factual material, leading to a generic or
superficial assessment being presented. (AO3)

Level 3

9-12
Marks

Demonstrates accurate knowledge and understanding. (AO1)
Arguments developed using mostly coherent chains of reasoning, leading to
an assessment being presented which considers a range of factors.
Candidates will demonstrate understanding of competing arguments/factors
but unlikely to grasp their significance. The assessment leads to a judgement
but this will be imbalanced. (AO3)

Level 4

13-16
Marks

Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a logical assessment, containing logical chains of reasoning
throughout which consider a range of factors. Demonstrates an understanding
of competing arguments/factors but does not fully consider the significance of
each which in turn leads to an imbalanced judgement being presented. (AO3)

Level 5

17-20
Marks

Demonstrates accurate and thorough knowledge and understanding. (AO1)
Displays a well-developed and logical assessment, containing logical chains of
reasoning throughout. Demonstrates a full understanding and awareness of
the significance of competing arguments/factors leading to a balanced
judgement being presented. (AO3)